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The book presents the author's original model of learning motivation for a modern secondary school, which has numerous supporters and followers among the pedagogical community of the United Kingdom, especially in Scotland. The main foundations of this model are the theories of self-determination and cognitive adjustment, which are widely known in Western psychology. However, this is not a scientific monograph, nor is it a trivial collection of hints and tips for classroom work (although it does contain elements of both). The reader is offered a thorough analysis of all aspects of the functioning of a modern school in order to find answers to three main questions: why are some students motivated to learn at school and others with similar intellectual abilities are not, why are the same students motivated to learn in some classes and schools and not motivated in others, and most importantly, how can we make children want to learn at school?

The author carefully describes his "motivational matrix", the individual layers of which he likens to a system of lenses for "sharpening" when looking at different horizons of a "motivational" school.

The book will be useful for all theorists and practitioners of psychological support of the New Ukrainian School, for school leaders, school psychologists, teachers and educators, as well as for students of higher education institutions in the relevant fields of study.