This study investigates the extent to which context factors inherent to the school library influence students’ perceived competence in the domain of information skills (PCIS), and their intrinsic motivation for research (IMR). The study explores this relationship among 1272 eighth grade 13-year old students in 20 states. Findings indicate that student perceptions of their school librarian’s autonomy supportiveness and their perceptions of the librarian’s technology competence contribute significantly to PCIS and IMR. These findings are important in that they highlight the important role that the school librarian may play in influencing student affect towards the activity of information uses and research, and likely their consequent learning outcomes.