Introduction: Motivation is an important factor in the learning of mathematics. Within this area of education, word problem solving is central in most mathematics curricula of Secondary School. The objective of this research is to detect the differences in motivation in terms of the strategies used to solve word problems. Method: It analyzed the resolution procedures of three word problems. Furthermore, motivation data were collected through a questionnaire based on expectancy-value model of Eccles and her colleagues and adapted to the application in math learning. The sample consists of 598 students in 8th, 9th and 10th grade of Secondary Education in the Basque Autonomous Community. Results: The results indicate that the group of students with algebraic resolution profile obtained higher scores in both task value and self-efficacy. In addition, the group without a define profile of resolution declares that the study of mathematics means greater loss of opportunity to do other activities. Discussion: On the one hand, the students who solve problems algebraically show a higher motivation comparing with the mixed resolution group; therefore, it appears that the alleged flexibility in resolution means less motivation. On the other hand, it discussed the low motivation of students without a resolution profile in relation to their performance.