Abstract
The paper presents the results of an empirical study, which revealed dynamic changes in the structure of academic and professional motivation of students with varying levels of academic success in the course of their undergraduate programs. The study established that these changes are manifested in intrinsic motives associated with self-actualization growing stronger from the first to the third year of university studies, and that in the fourth year of university studies students' motivational emphasis shifts from academic activities to future professional activities. The study demonstrated that the fundamental framework of students' learning and professional motivation, regardless of their level of academic success, is comprised of a person's socio-psychological attitudes. One applied aspect of this study is that its results can be implemented in the educational process in higher education, as well as in providing psychological counseling to students in their personal and professional development.
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