Examined relationships among young adolescents' motivational processes, use of learning strategies with expository text, and classroom achievement. Found that performance and mastery orientation predicted use of cognitive learning strategies. Adolescents' intrinsic value, but not self-efficacy, predicted use of cognitive and self-regulating strategies. Self-efficacy, but not intrinsic value, predicted achievement. Self-regulating strategy use mediated between cognitive strategy use and achievement. (Author)