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Abstract: The article presents the results of a study devoted to the analysis of learning motivation. The author considers the problems of learning motivation of modern students of humanitarian training programs (on the basis of the "Sakhalin State University"). The article, on the basis of the analysis of the results of the study, shows differences in motivation of students of the I and IV courses; it also identifies the causes of these differences. The article determines General trends (similarities) in motivation of first-year students and undergraduates, as well as peculiarities of dynamics of motives in the overall structure of learning motivation of students during the period of study at the University. The relevance of the results of the study is due to the leading role of motivation in the professional development of future specialists. Knowing the peculiarities of its structure, the ability to influence changes in the hierarchy of student’s motives in their educational and professional training, higher school teacher can make the learning process both professionally oriented and learner oriented. Learning motivation is expressed in the adoption of learning objectives by students. It is important to understand that the educational activity is always poly-motivated, and the motives of educational activity do not exist in isolation from each other. Therefore, in the process of educational-professional training of future specialists it is important to create the most effective conditions for harmonization of the structure of learning motivation emphasizing professionally-cognitive motives. They largely determine sustainable professional orientation specialist and the effectiveness of its activities.