This paper reports the effects of air quality and thermal environment on motivation and performance forstudents. The psychological condition of subjects can strongly influence their performance for learning.In this paper, the motivation for learning is evaluated by using a questionnaire as a self-assessmentform. According to the previous research, motivation for learning becomes biased when the learningperformance of the student is measured. Accurate measurement of the learning performance becomespossible by adequate estimation of the motivation for learning.In this research, motivation for learning is defined as the desire to absorb the content of a lecture.Motivation for learning is assumed to be composed of two parts. One is motivation for learning beforethe student attends the lecture (= Mb), and the other is motivation for learning while the student isattending the lecture or taking a test (= Md).When the air quality and thermal environment changed, we confirmed that motivation for learningduring the lecture also varied according to the air quality and thermal environment based on fieldintervention surveys and laboratory experiments. As a result, the motivation for learning during thelecture influenced the quiz scores and a linear relationship was observed between the motivation forlearning during the lecture and the quiz score.