Academic motivation plays an important role in classroom learning. This research was conducted with the aim of improving memory-learning and innovation motivation in students of tailoring class 10th and 11th in the academic year 1404-1403 in Hanaristan. The library method was used to check the background and case study and the field methods such as observation, interview and questionnaire were used to obtain the results. Findings of the research: The factors that lead to innovation motivation are: parental support and encouragement, teacher effectiveness, searching for the individual, school and classroom environment, high difficulties, effective motivation, choosing the right field, parental education, lack of fear of failure, meetings with parents, school opportunities, suitable economic conditions and interest in tailoring from childhood. Results: Inventing motivation is compatible with increasing self-efficacy and can be developed with increasing self-efficacy through appropriate training methods and enriching educational environment. Various factors, individual (interest in tailoring), family (parental encouragement, parental education, participation in school meetings), collective (proper economic conditions, class, school and classmates) and school (school opportunities, attractive school environment and class) are correlated with the academic motivation of the studied students. Supporting and encouraging parents with appropriate economic conditions; 60 percent, education of parents 72 percent, lack of interest in tailoring; 58-percent, meaningful communication, the attention of the teacher to the student creates motivation in the individual, and the compassionate performance of the teacher and prevention of authoritarian management can also lead to an increase in the interest and motivation of students.