The relevance of the study is dictated by the search for the causes of the existing serious problem of reducing the academic performance of adolescent schoolchildren. The hypothesis of this study is that the lack of understanding of teachers, psychologists and parents of age-related features of the motivational sphere and motivational orientation of modern schoolchildren leads to the creation of a negative emotional field around the learning situation and to the low organization of the educational process. The purpose of the research is to study the motivational sphere, orientation and motivational profile of a student in order to predict academic achievement. Research methods: methods for diagnosing personality for motivation for success and for avoiding failure by T. Ehlers, a test questionnaire for measuring achievement motivation by A. Mehrabian modified by M.Sh. Magomed-Eminov, test - scale for assessing the need to achieve success by Yu. M. Orlov, H. Hekhauzen's projective technique. Developed author's questionnaires for questioning teachers, psychologists, parents and schoolchildren. Observation and conversations with students. Results of the study: the conducted psychodiagnostics analysis made it possible to obtain information about the structure of the student's motivational sphere, consisting of important and leading motives of life, such as achievement motives, affiliation motives, altruism motives, influence and dominance motives, self-development and self-improvement motives, cognitive motives. The study of external achievement motivation was aimed at identifying achievements in the external subject area, and the study of internal achievement motivation was aimed at diagnosing indicators of self-realization, self-knowledge, and self-actualization. The practical applicability of the results of the study is significant for the optimal organization of the educational process with the participation of schoolchildren's parents. Conclusions: knowledge of the motivational field of the younger student will allow you to adjust the organization of the educational process and build relationships within the framework of educational activities with the maximum use of leading motives and updating the necessary potential resources of the motivational sphere.