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The article presents the results of the study of the dynamics of the relationship between self-attitude, academic motivation and self-estimates of students’ educational activity. The modern society requires for high-quality mul-tidimensional training and for students to develop not only knowledge, skills and abilities, but also the ability for self-knowledge, positive self-attitude and self-actualization. The aim of the study is to investigate the dynamics of interrelationships of student’s self-attitude, academic motivation and self-esteem of educational and research activity. The methodological basis of the study is the cultural-historical concept of L.S. Vygotsky, the system-structural approach of K.K. Platonov, V.N. Myasishchev, et al..; the activity approach of B.G. Ananyev, B.F. Lomov, A.N. Leontiev. A decrease in self-attitude, academic motivation and self-estimate of the subjective experience of students’ educational activity was revealed as they progressed through the stages of educational activity, as well as academic amotivation increases. Motivation for academic activities and subjective experience in educational activities have little influence on the formation of students’ self-attitude. The self-attitude of students is most strongly correlated with the mo-tives of achievement and cognition. It weakly correlates with academic motivation, and the dynamics of this rela-tionship is negative.
Ildephonse Nsengiyumva (Wed,) studied this question.