动机是每个行为背后的主要原因及其动力。适当的能量引导在适当的方向是什么动机是关于。近年来，一些研究（HIDI & Harackiewicz，2000），（Eccles和Wigfield，2002）对青少年聚集的区别对部分他们不能结合教育和制度背景，所以他们主要是无聊，提不起兴趣，切断，不从事教育活动和显示最小对学习动机。此外，这些被描述的游离类，不重视他们的关系与他们的老师，不认为学校是重要的，在他们的生活中，他们不考虑任何价值，为他们的同龄人。这些学生表现出不适合的感觉，往往频繁，他们最终倾向于解雇他们的教育。学生动机是导致学生学习过程态度的因素。高动机和参与学习是一个环节，以减少辍学率和提高学生的表现水平。学业成绩是积极的影响或负面影响的动机取决于是否驱动的内部或外部刺激。（Afzal，阿里，阿斯拉姆&哈米德，2010）。协会的讲师，与同龄人的关系，课堂气氛，以及巧妙的方法，分别进行教学和学习，以及几乎所有的这类被视为至关重要的方面发生在学生参与。学生参与课外活动作为一个指标的隶属关系，学校和识别自我与它。后来，当性别差异被认为是，男学生的参与相关的关键因素，课堂气氛和感知的教育（芬兰1989）。学生“更可能是如果他们参加高平均社会经济地位的学校参与，强烈的学科环境，良好的师生关系和高期望的学生成功”（小儿2003）。几乎相同的结果，通过不同方面的“学校参与”确定订婚.
Motivation is the main reason behind every behavior and its dynamics. Proper energy channeled in a suitable direction is what motivation is all about. in recent years, couple of studies (Hidi & Harackiewicz, 2000), (Eccles & Wigfield, 2002) aggregated towards youngsters distinguishable on part of their inability of bonding with education and institutional settings of so They are chiefly known to be bored, uninterested, cut off, not engaged to schooling activities and display minimal motivation towards learning. Further more these were described of being of the disengaged kind, who do not value their relationships with their teachers, do not deem school to be important in their life and they do not consider any value for their peers. These students display feelings of not fitting in, often frequently, and they eventually tend to sack their schooling off. Student motivation is the element that leads students’ attitude towards learning process. High motivation and engagement in learning is a consisted link to reduce dropout rates and increase levels of student performance. Academic performance is either positively influenced or negatively affected by motivation depending on whether if its driven on internally or by external stimuli respectively. (Afzal, Ali, Aslam & Hamid, 2010).Associations with instructors, relations with peers, atmosphere of the classroom, as well as methods that are accounted ingeniously for teaching and learning, and almost everything that happens in the class were deemed vital aspects underneath students’ engagement. Student’s participation in extracurricular was adopted as an index of affiliation with schooling and identifying ones self with it. Later when gender differences were considered, male students’ engagement was related by key factors as classroom climate and perception of schooling (Finn 1989). Students are “more likely to be engaged if they attend schools with high average socio-economic status, strong disciplinary climate, good student-teacher relations and high expectations for student success” (Willms 2003). Almost similar outcomes were reported via diverse facet of “school participation” for determining engagement