Adopting a motivational perspectiveon adolescent development, these two companion studies examined the longitudinal relationsbetween early adolescents' school motivation (competence beliefs and values),achievement, emotional functioning (depressive symptoms and anger), and middle schoolperceptions using both variable- and person-centered analytic techniques. Data were collectedfrom 1041 adolescents and their parents at the beginning of seventh and the end of eighth gradein middle school. Controlling for demographic factors, regression analyses in Study 1 showedreciprocal relations between school motivation and positive emotional functioning over time.Furthermore, adolescents' perceptions of the middle school learning environment (supportfor competence and autonomy, quality of relationships with teachers) predicted their eighth grademotivation, achievement, and emotional functioning after accounting for demographic and prioradjustment measures. Cluster analyses in Study 2 revealed several different patterns of schoolfunctioning and emotional functioning during seventh grade that were stable over 2 years andthat were predictably related to adolescents' reports of their middle school environment.Discussion focuses on the developmental significance of schooling for multiple adjustmentoutcomes during adolescence.