The present study investigated how affective forecasting influenced motivation for learning by analyzing students’ predicted future positive affective states. Participants (N = 264) were asked to complete a learning motivation assessment. One week later, the learning motivation was assessed again under affective forecasting, test prediction and control conditions. In the affective forecasting condition, participants predicted how they would feel if they were to receive positive feedback on a next examination, while in the test prediction condition, participants were asked to predict their results and their associated thoughts. Moderate self-determined motivation (“Identity”) was influenced by affective forecasting and yielded higher motivational scores under the affective forecasting condition than either the test prediction condition or the control condition. On the other hand, “Internal”, “Social Approval” and “External” motivations were influenced neither by future prediction nor by affective forecasting. “Identity” motivation is more autonomous, self-determined and has a highly valued behavioral goal. The results indicated that people were more motivated to learn because the predicted positive affective reactions were appealing to them, in regard to their “Identity” motivation.