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Using self-determination theory, this research aims at studying the bright and dark side of motivation in a sample of students of low socioeconomic studies of Lima (Peru). We hypothesized that perceived teachers’ autonomy-support will predict more autonomous-motivation, which in turn will predict need-satisfaction and this one will predict engagement, academic achievement, and well-being. On the other hand, perceived teachers’ psychological control will predict need-frustration which in turn will predict students’ controlled motivation, and this one will predict disengagement, lower academic achievement and ill-being mediated (the dark side of motivation). As expected, the bright side of motivation led to more adaptive outcomes while the dark side led to more maladaptive outcomes.