Examines correlations between student cognitive-motivational characteristics and perceptions of computer conferencing as a supplement to classroom instruction. Questionnaires were distributed to 209 students in eight introductory psychology classes. Results indicated perceptions positively related to intrinsic motivation, thinking skills, and task value, and negatively related to extrinsic motivation; posttest results also indicated time/study management, elaboration strategies, and self-efficacy. (Author/AEF)