Abstract
The article examines psychological determinants contributing to the development and stability of learning motivation among future teachers. Academic motivation is considered a multidimensional psychological phenomenon associated with students’ attitudes toward learning, professional goals, self-efficacy, reflective activity, and perception of teaching as a future profession. The empirical model focuses on intrinsic motivation, extrinsic motivation, amotivation, professional goal orientation, self-efficacy, and reflection. The statistical model demonstrates that senior students show higher levels of intrinsic motivation, professional goal orientation, and self-efficacy than junior students. Correlation analysis indicates positive relationships between intrinsic learning motivation and professional goal orientation, self-efficacy, reflection, and perceived teacher support, while amotivation is negatively associated with intrinsic motivation. The findings emphasize the importance of strengthening motivational and reflective mechanisms in the professional preparation of future teachers.