Motivation should be regarded in the learning process as a very important element. The motivated student has the inner capacity to learn, discover and expand on skills, improve academic performance and adapt to the requirements of the studying environment. Contextual factors such as high school members' and psychological senses may also be important for student’s participation, encouragement and efficient learning. In this research, we aim to explore how the elements of motivation may affect and correlate towards the student’s behaviour in the education environment which also affects the sense of educative association and inner personal motivation. The article uses secondary existing resources in order to depict the structural models on the impacts of negative and positive senses of motivation on students’ behaviour and its emotional belongings towards intrinsically inspired and perceived learning. In turn, such factors as intrinsic motivation affects perceived learning positively and corresponds directly to the behaviour in the entire process of acquisition.