SUMMARY.Samples of 614 British and 579 Hungarian pupils aged 13-17 completed an inventory covering 20 sub-scales of school motivation and approaches to studying. Indices of attainment in arts and science were also obtained. The factor structure of the inventory proved to be remarkably stable across nationality and sex, with school motivation accounting for two factors (the emotional and moral domains, and the cognitive domain) and approaches to studying dividing into three (meaning, reproducing, and organking/ strategic). Correlations of the scales with attainment were obtained, along with multiple regression analyses. The overall inventory provides valuable information to teachers in the form of not just a single index ofschool motivation but also a profile ofscores indicating different types of motive and ways of tackling school work.INTRODUCTION KOZEKI (1 984) has described a model of school motivation which places equal emphasis on three separate domains -affective, cognitive, and moral. It seeks to explain pupils' school behaviour and attainment in terms of an interaction between pupils' relationships with parents, teachers or peers (the affective domain) and their developing demands for independence, competence, and interest within their school work (the cognitive domain). The moral domain contains, in effect, one type of outcome of earlier interactions -the growth of trust, compliance o r responsibility. A summary of the nine dimensions is shown in Figure I .The initial description of these nine motives was based partly on interviews and partly on experimental work which related actions to the consequences anticipated by the pupils (KozCki, 1975(KozCki, , 1980. Subsequently a School Motivation Inventory was developed which produced six factors, two in each domain. This early work was carried out entirely in socialist countries in Central Europe, but recently a comparative study