A study investigated the effects of the motivational variables of attribution and self-efficacy on the continued use of successfully learned strategies which promote independent learning from text. The subjects consisted of 11 freshmen and sophomore students participating in a two-week workshop on learning strategies which included a study project and instruction in prereading, during-reading, and postreading strategies to enhance independent learning and retention of written material. Subjects also responded to pre- and post-workshop strategy and progress questionnaires to determine their awareness and use of reading-to-learn strategies as well as the value they placed on such strategies. Results revealed that four of the students were using more study strategies than they had been before the workshop, four were using the same number or fewer, and three resisted all efforts at communicating information. Responses also revealed that all students attributed any success to either ability or effort and any failure to task characteristics or lack of effort. Findings suggest that students who do not actually improve their grades demonstrate increased strategy use in a continuing effort to do so, while those students who do increase their grades attribute their success to their efforts, not to increased strategy use. (Thirteen references and three appendixes containing the strategy and progress questionnaires and student information are attached.) (KEH)