The study is devoted to the research of the dispositional achievement motivation in correlation with implicit theories of intelligence and personality, as well as educational goals and self-appraisal of learning. The study involved 165 students of the Humanities (“psychologists”, n = 113) and technical (“engineers”, n = 52) directions at the age of 18 ± 3.7 years (41 men and 124 women). We used AMI Achievement Motivation Inventory (H. Schuler) and C. S. Dweck - T. V. Kornilova’s Questionnaire. It was found that achievement motivation and its facets correlate differently (depending on the sub-sample: “engineers”/”psychologists”, boys/girls) with implicit theories of “incremental intelligence” and “enriched personality”, as well as educational goals and self-appraisal of learning.