Professional Motivation for Learning among Military Students

Abstract

This article presents the results of both theoretical and empirical research on learning motivation among military students. The main objective of the empirical study was to identify the specific features of professional learning motivation in this population. Previous studies in educational and organizational psychology have emphasized the role of motivation in academic success, but research on military students remains limited, particularly in Eastern Europe. This article builds on classical motivational theories while situating the discussion within the specific psychosocial context of military education. The research employed a comparative design, analyzing motivational structures among military students across different years of study. Both theoretical analysis and empirical data were integrated to capture the dynamics of motivation in relation to psychosocial development during higher education. Findings indicate that the core motivational structure, oriented towards professional learning, varies significantly depending on the students’ academic year and developmental stage. Differences were observed in the balance between intrinsic and extrinsic motivators, with higher-year students displaying stronger professional orientation. These results highlight the need for differentiated pedagogical and psychological strategies in military higher education, tailored to students’ psychosocial development and year of study. The study provides one of the few empirical investigations into the learning motivation of military students in the region, contributing both to the theoretical understanding of professional motivation and to the practical improvement of military education and training.