This article examines the features of the structural components in the formation of students' professional motivation. Professional motivation is the most difficult and urgent problem for the theory and practice of higher professional education. Traditionally, in Russian science, the development of professional motivation was educational motivation or professional self-realization, professional self-determination, while the object of research was the motivational sphere of personality and its dynamics.

One of the main problems in the development of the problem of professional motivation is its sustainability, which largely depends on the influence of which reasons the choice of profession is formed. The motives for professional training depend on the appropriate attitude to learning that has developed in school, the chosen profession (career guidance) as a set of motives for her choice, the level of knowledge acquisition (level of training). Given the close relationship between academic and professional motivation, it is important to consider the motives of students' learning activities.