Student hope and effort are often considered by educators to be important factors related to learning and achievement. Yet few studies have been conducted to understand the relation between these constructs and achievement motivation, particularly within the academically vulnerable population of students with learning disabilities (LD). The effects of mastery goal orientation and LD status among 6th- through 10th-grade students were under consideration in this study. Specifically, the moderating effect of mastery goal orientation was investigated to offer a clearer understanding of the academic resilience of students. This research incorporated the achievement emotion of hope with achievement goal theory and extended its scope to the population of students with LD. Participants in a suburban public school district completed questionnaires measuring mastery goal orientation, hope, and effort within their social studies classes at the beginning and end of a school marking period. Findings revealed significant main effects for LD status and mastery goal orientation on hope. Students with LD reported lower levels of hope than NLD students and high mastery students reported higher levels of hope than low mastery students. A significant interaction effect between LD status and mastery goal orientation was found for the female group. For this group, low mastery students with LD had significantly lower levels of hope than low mastery students without LD. For males, however, the interaction was in the opposite direction. A significant main effect for mastery goal orientation on effort was reported, whereby high mastery students reported higher levels of intended effort investment than low mastery students. There was a main effect for LD status on effort for the female group. Gender and the interaction effect between gender and mastery goal orientation had a significant impact on effort. The results of the study are integrated with existing theory and recommendations for futures areas of research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]