This literature review focuses on the problem of lack of student motivation to learn. The purposes of this review are described as an exploration of factors that influence classroom motivation and suggestions of strategies for promoting students' desire to learn. Annotations are provided in these areas: student/teacher interaction and classroom climate; extrinsic versus intrinsic rewards; goals structure and goal setting; self-esteem; and attribution retraining. The studies mentioned in the annotations are discussed in a summary section. The report provides these conclusions: (1) classroom climate and teacher interaction with students is crucial in creating the needed socio-emotional climate to help maximize student achievement and motivation; (2) learning is enhanced if motivation is internal although reinforcers may be used; (3) cooperative and individualistic goals are more likely to increase motivation since they decrease interpersonal competition and increase intrapersonal competition; (4) individuals who believe in their own competence will be more persistent, have an internal locus of control, and attribute their successes to ability and their failures to lack of effort; and (5) attribution retraining by emphasizing a student's personal causation in learning should be a major objective in motivation. A glossary is included. (ABL)