The work is aimed at studying learning motivation of modern adolescents in schools with consistently low educational outcomes and schools operating in difficult social settings. The study was carried on a sample (n=1860) of adolescent students (M=13,7; SD=1,02), 55% male. The study was conducted within the framework of the regional project «Improving the quality of education in schools with low educational outcomes and schools operating in difficult social settings» in the Yaroslavl region, with the Institute for Educational Development as the operator of the project.The study included two parts: assessing the level of motivation of students and evaluating the factors that contribute to motivation: the attitude to the teacher and self-esteem. The following techniques were used: Academic Achievement Motivation questionnaire (by C.D. Spielberger, modified by A.D.Andreeva, A.M.Prikhozhan), «Teacher-Student» test (adapted by T.N. Klyueva), Self-Assessment technique (by S.Ya. Dembo-Rubinstein, modified by A.M.Prikhozhan).The study revealed a positive relationship between the attitude to the teacher and the level of learning motivation, while the relationship between students’ self-esteem and motivation is only partial. It was found that the representations concerning motivation were not completely incongruent in different subjects of educational relationships. Also, learning motivation was significantly higher in males as compared to females; no distinctive features in motivation depending on the type of behavior and the category of educational organizations were found.