Motivation and attitudes are considered key factors shaping young people's educational experiences. This volume assembles diverse contributions of current projects within the field of quantitative-empirical educational research that deal with motivational and attitudinal aspects in different educational phases and contexts. The focus includes the upper secondary school, German and Latin lessons, the transition to university and teacher training as well as voluntary services. The individual contributions specifically address the following questions: How do motivational orientations develop and change in classroom instruction, and what effects do learning motivation and interest have? What role does students' gender or their perception of instructional quality play in this process? How do motivational beliefs influence young people's perception of teaching, course selection behavior or their willingness to enroll in a university program? How do attitudes related to disability and inclusion form and change in extracurricular experiences such as voluntary services? What effects do innovative learning environments have on student teachers' development of professional competence?