This report compares two approaches to incentive motivation in 82 college juniors and seniors, average age 21 years. One method uses will as a motivator; the other method focuses on skill or effective strategy use for enhancing recall and understanding of a particular body of information. In the first approach, a semiweekly test or spotquiz was given on the information to be covered. It was theorized that studying voluntarily on a semiweekly basis for the tests would reflect the desire to obtain a higher grade after the material was covered; degree and nature of text processing would depend on the value of the incentive to the student. The second, or strategy approach, involved the use of a text-processing homework assignment on that same information to insure a comparable degree of cognitive engagement across conditions. In this case, processing would be guaranteed because it was assigned. Results demonstrated that taking spotquizzes on each chapter resulted in high procrastinators achieving significantly higher scores on the final exam than those students completing assigned chapter outlines; low and medium procrastinators differed only slightly in favor of spotquizzes on achievement across the two conditions. Spotquizzes provided a continuing basis for student motivation as they induced students to study on a daily or weekly basis, rather than postponing studying until the middle or the end of the course. For those students with a marked tendency to procrastinate, incentive motivation appears to provide the needed inducement to self-regulate. (Contains 18 references.) (NAV)