The theme of this edition of the "Journal of Experimental Education" is "new perspectives" on motivation. As understood in this article, new perspectives means synthesis and new understanding of old ideas about motivation rather than outright abandonment of accepted thinking. This article has both a theoretical and an empirical objective: First, and theoretically, a new conceptual model of self-regulation, reflective intentionality, in which motivation to act is based heavily on one's conception of self and on higher order processes--specifically reflective self-awareness, emotion, and volition--is described. Second, findings are presented from a study that represents the seminal stages of a program of research to validate the proposed model. The findings tentatively suggest the value of a process-content view of motivation. According to this view, motivation can be understood as being a self-determining process emanating out of the ongoing self-regulatory interaction among self as process (i.e., levels of consciousness, emotion, and volition), the self as content (i.e., self-conception), and the environment. When this ongoing self-regulatory interaction involves higher order consciousness, one's motivation is reflectively intentional.