The question of the need to clarify the conceptual apparatus in the analysis of empirical data, including motivational indicators, is discussed. Various classifications of academic motives created on the basis of different theoretical approaches are reflected in the methodological tools, primarily in questionnaires. The material obtained with using of some projective techniques can be interpreted in different ways, based on different terminology. An adequate understanding of the data concerning academic motivation involves the correlation of the types of academic motives presented in different classifications. An attempt at such correlation is presented in this article.

The article discusses the features of school anxiety of modern children aged 8–9 years, provides the results of the analysis of indicators for individual factors of school anxiety. The relationship between the features of the manifestation of school anxiety and the level of educational motivation of younger schoolchildren was found.

Studying the relationship between personality traits and learning motivation is important for improving the effectiveness of learning and teaching. The purpose of this study is to identify the relationship between the Big Five personality traits and the specifics of educational motivation in adolescents. The study involved students from Russian schools studying in grades 6–7 (n = 62). The following diagnostic methods were used: “Big Five — children’s version” and “Academic SelfRegulation Questionnaire”. The results of correlation and cluster analyzes showed significant connections between all personality traits and types of educational motivation. The largest number of the most significant connections with motivation were found in the traits “Conscientiousness” and “Openness to experience.” Neuroticism was the least associated with motivation.

The article discusses the issue of formation of learning motivation in classes with advanced study of mathematics in comparison with general education classes. In the study were used the questionnaire “Goals of Educational Achievement” by M. G. Nikitskaya, I. L. Uglanova and the method of diagnostics of the direction of educational motivation by T. D. Dubovitskaya. The sample consisted of 90 students of 7th grades. It is shown that the main motivational tendencies are similar by adolescents studying in both general education and mathematics classes. Adolescents-“mathematicians” have less negative feelings about possible failures, in addition, they are less focused on the final result when performing learning tasks.

The article reveals the features of teaching physics in secondary schools and academic lyceums. It examines issues of developing motivation and qualities that encourage one to love science and engage in it. Relationship between the level of training of the teacher and his skill in organizing educational process in schools and lyceums is shown, and most importantly, having motivation to teach physics

Interaction between anxiety level and specific motivation of senior schoolchildren is considered in the article. The reasons for school anxiety emergence are analyzed: social atmosphere at home and in class, expectation from parents and teachers, fear of low grades. Learning motivation, aspiration for success may decrease because of anxiety which leads to school success deterioration.