Drawing on theories of student motivation to learn and conceptual chan
ge learning in science, this article describes five patterns of studen
t motivation observed in sixth-grade science classrooms: (a) intrinsic
ally motivated to learn science; (b) motivated to learn science; (c) i
ntrinsically motivated but inconsistent; (d) unmotivated and task avoi
dant; and (e) negatively motivated and task resistant. These motivatio
nal patterns were related in theoretically predictable ways with the l
earning strategies and other behaviors that the students exhibited in
the classrooms. The study highlights the value of distinguishing motiv
ation to learn from intrinsic motivation, and of distinguishing genera
l motivational traits from situation-specific motivational states. The
study also highlights the importance of considering subject-matter co
ntent in classroom motivation. Implications for motivation research an
d classroom practices are discussed.