Special attention is paid to the problem of academic motivation both in the Russian, and foreign pedagogical psychology. Importance of its decision is defined by the reason that academic motivation represents a determinant efficiency factor of educational process. The provisions of activity theory of psychological content, functions, mechanism of formation and functioning of motives are the methodological basis of studying of this problem. Authors assume that the important factor connected with motivation of schoolchildren is the personality of a teacher, his professional and personal qualities. In the educational system the issue over how an interest of schoolchildren in the teacher or in his discipline is formed, is always urgent. If the personality of a teacher is interesting, and attractive, he can create also an interest in the discipline. However, if the discipline is initially interesting for the pupil, but the teacher causes negative emotions, the motivation of the schoolchildren starts changing towards decreasing. Ideas of a good teacher of teenagers with different level of academic motivation have become the scope of our research.

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The article presents the results of a cross-cultural study of self-assessment of ambition of Russian and Turkmen students. The purpose of the study is to identify the features of self-esteem of ambition and the degree of its expression among students from different countries. The research was carried out using the questionnaire "Ambition" (OV Barsukova). The study involved 166 students aged 17-19 years: 94 Russian students and 72 Turkmen students. The majority of Russian students consider themselves to be more ambitious than ambitious people (48.94%), about a quarter of Russian students consider themselves to be unambitious people (25.53%), and a fifth - more un ambitious than ambitious people (21.28%) ), the minimum number - by undemanding people (4.26%). Most of the Russian students rate their ambition as moderate (51.056%), the minimum part of the students - as low (12.77%). On the whole, Russian students consider themselves ambitious rather than undemanding people and rate their ambition as moderate. The overwhelming majority of Turkmen students consider themselves to be ambitious people (83.33%), an insignificant part of students consider themselves to be more ambitious people than unambitious (11.11%) and undemanding people (5.56%). The majority of Turkmen students rate their ambition as high (61.11%), just over a quarter of them - as low (27.78%), the minimum number - as moderate (11.11%). In general, Turkmen students consider themselves ambitious and rate their ambition as high. A comparative analysis of the self-esteem of the ambition of Russian and Turkmen students was revealed according to the following indicators: the assessment of oneself as ambitious people prevails among Turkmen students, the assessment of oneself as people who are more ambitious than undemanding people prevails among Russian students, and the assessment of their ambition as moderate prevails among Russian students.