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The subject of this research is educational motivation of the first-year and second-year students of vocational school. The author puts forward an assumption that the second-year students have higher motivation towards learning than the first-year students. This related to the completion of adaptation period and maturing of students, as well as with formation of the responsible professional stance on their future. The conducted research confirmed the advanced hypothesis. The motives for learning highlighted by the second-year students are associated mostly with the current issues of educational activity. The author also underlines the greater importance of motives pertinent to professional competences and professional activity among the second-year students. The main conclusion lies in the thesis that motives for learning indicated by the first-year students are characterized by expectancy, temporary farness of the result, and are merely associated with the current problems. These results reveal the considerable importance of the remote and abstract learning goals for the first-year students. The author detects a trend that acquisition of knowledge is more significant that professional skills in the learning process. Moreover, in course of time, the motive for acquiring knowledge acquires more currency among the students of vocational school.

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