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This book focuses on the learning motivation in the classroom context. Motivation has been viewed from different perspectives. Motivational theories and models help teachers understand the different factors that have an influence on the achievement behavior. Research studies on the dynamics of learning motivation in high school classes, but also in academic classes, are presented within this book. The situated motivation theory, which requires attention to individuals in context, became a frame of reference for the investigations made in classroom settings. A common aspect of these research studies is the design and implementation of a teaching approach, inspired by the philosophy and methodology of an educational program - Reading and Writing for Critical Thinking (RWCT). The research results pointed out the importance of promoting a student-centered instructional approach, as well as the differences in the learning experience caused by such an approach, in terms of motivation.