This paper reports the effects of air quality and thermal environment on motivation and performance for students. 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-assessment form. According to the previous research, motivation for learning becomes biased when the learning performance of the student is measured. Accurate measurement of the learning performance becomes possible 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 before the student attends the lecture (= M b)," and the other is "motivation for learning while the student is attending the lecture or taking a test (= M d)." When the air quality and thermal environment changed, we confirmed that motivation for learning during the lecture also varied according to the air quality and thermal environment based on field intervention surveys and laboratory experiments. As a result, the motivation for learning during the lecture influenced the quiz scores and a linear relationship was observed between the motivation for learning during the lecture and the quiz score.