A summary is presented of the literature on motivation relating to achievement in the classroom. Special attention is given to how values, ideology, and various cultural patterns may serve to enhance motivation to achieve in the classroom. In considering what determines motivation and personal investment in educational pursuits, the following factors are discussed: (1) individual personality; (2) teacher expectations; (3) dimensions of academic tasks; (4) sociocultural expectancies; and (5) family background and aspirations. Recent research on motivation and achievement provides discussion on the increasing emphasis being placed on judgments that the individual makes in relationship to perceived situations. Four components that figure prominently in motivation are discussed: (1) self-identity; (2) perceived autonomy and responsibility; (3) sense of direction; and (4) sense of competence. In the final section, certain conclusions are identified that may be useful in planning policy changes to improve schooling. (JD)