Current research is dedicated to the issues of apprising personal and professional motivation of youth in the process of their training in higher educational institutions. Principal components of the motivational field of a personality, beneficial for professional success and productivity, have been examined, including such prominent types of motives as cognitive, social, professional, material and achievement. Individual dispositions have been scrutinized as the integral elements of the motivational scope of a person. Consistent patterns and missions of cognitive motivation within the educational process raised as one of the key questions throughout the research. Analyzing of meaningful and dynamic characteristics of personal motives enabled the authors of this paper to classify personal motives for self-development in the process of education, among which there are self-realization, self-affirmation, self-expression and self-actualization. Central assumption here is the correlation between an individual’s professional and personal activity and transformation of the tasks of professional and personal development. Theoretical framework consists of A.Leontiev’s, A.Maslow’s and C.Sanderson’s approaches to the notion of “motivation” as the inside encouraging reason for individual’s motions and activities.