Abstract
The reasons for the decline in motivation to study of a certain category of cadets of higher military educational institutions are determined. Each reason is determined through classical motivation theory, analysis of statistical studies conducted in various higher education institutions, observations of personal priorities, goals, and traits of a cadet, the level of initial learning skills and basic knowledge, and the reasons for choosing a particular educational institution. Levels of motivation for learning are proposed and justified for cadets considering the specific conditions of the higher military educational institution.
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