Learning motivation of students before and during the pandemic: signals for improving the educational process in university

there is a discussion in society about the quality of higher education. At the same time, increasing the educational motivation of students remains a problem. The purpose of the research is to study the most significant aspects of student learning motivation associated with the educational process. A comparison was made of the motives for learning in relatively stable (before the pandemic) and stressful (during the pandemic) situations, which made it possible to identify «settled» and temporary problems in the organization of the educational process.The measurement of learning motivation is based on self-assessment of students in the form of a free indication of motives in four aspects: information-cognitive, organizational, coordinating and socio-psychological.Comparison of the responses of students who studied in different periods showed that there are similarities and differences in the assessments of the impact of the educational process on motivation to study. The similarity is connected, first of all, with the assessment of teaching methods and the role of teachers, the quality of communication and feedback channels, etc. These indicators are the most problematic for the university in different formats of education. Students who studied during the pandemic focused on the comfort and safety of educational activities, self-organization, the possibility of integrated communication, ethical issues, emotional state, etc. It reflects problems that are less noticeable in traditional forms of education, but reflect the risks that can play a negative role in case of repetition of stressful or extreme situations. The periodic conduct of such studies in specific universities can help improve the organization of the educational process.