This study aimed to examine interventions that improved academic motivation of students with underachievement. And we reviewed the kinds of academic motivation theories to find out the contents of intervention based on the academic motivation theory. For the purpose of this study, we selected fifteen studies which met the inclusion and exclusion criteria determined by this study. The results of this study are as follows. First, there were more interventions that were reviewed based on the academic motivation theories specifically(n=9, 60%) than generally(n=6, 40%). The academic motivation theory most are based on is self-schema theory and then followed by expectancy-value theory. Goal theory, interest and emotion theory, and social・cultural effect theory were not analyzed. Second, based on the analysis of the contents of each intervention, it is indicated that most interventions are utilized on self schema theory, then followed by expectancy-value theory, goal theory, interest and emotion theory and social・cultural effect theory. Third, the construct of academic motivation theory that was dealt with the most was the task value. Based on the research outcomes, we suggested the best ways to improve academic motivation of students with underachievement and provided several suggestions for future research.