The research was aimed at studying the influence of distance learning format on the educational activity motivation of full-time students, as well as at conducting a comparative analysis of the 1st and 2nd year full-time students' educational activity motivation in the context of traditional and distant learning formats. The article presents the results of the study conducted in Cherepovets State University.Theoretical background is primarily based on the studies of activity motivation phenomenology. To collect empirical data, a standardized diagnostic technique “Scales of internal and external motivational orientation” by Amabil (adaptation of Gordeeva and Osin) and survey methods were used. The results analysis showed that in distance learning conditions, the number of students with internal motivation decreased from 32% in 2019 to 28% in 2020, while the number of students with external negative motivation increased significantly from 29% in 2019 to 42% in 2020. To understand the reasons for the changes in educational activity motivation, the survey of students and teachers was carried out.The comparative analysis of educational activity motivation of full-time students in traditional and distance learning formats, the analysis of external and internal reasons for negative tendencies manifestation in changing educational motivation allowed us to identify and to test the tools for supporting the students’ internal motivation and minimizing negative trends arising in the process of forming educational motivation in the context of distance learning.

educational activity, motivation, distance learning, students, support.