The purpose of the present study was to examine the influence of motivational structures in a classroom of junior high school students on perceived ability in school subjects, self-regulated learning strategies, and achievement anxiety. First, a new scale of perceived ability in school subjects was constructed. The scale included five sub-dimensional scales, i. e., English, Mathematics, Japanese, Science, and Social Studies. Two hundred and nineteen junior high school students were given questionnaires on their perceptions of motivational structures in a classroom and perceived ability in school subjects. Each scale of perceived ability had a high reliability, and the factor analysis revealed a factor pattern of scale of perceived ability. The results showed that a particular scale of motivational structure in a classroom explained some scale of students' perceived ability in school subjects. Secondly, the relationship between motivational structure in a classroom and elements related to achievement motivation, i. e, self-regulated learning strategies and achievement anxiety, was examined. Each scale of motivational structure in the classroom correlated highly with students' self-regulated learning strategies and correlated negatively with achievement anxiety.