This article comprises results of research conducted on the impact of cognitive style on learning motivation. The approached context of the cognitive style outlines specific ways of constant reception and the process of information. It is an element of cognitive function, which relates to the manner, mode of operation (“how the person thinks") and not to the level ("how well a person thinks”). Learning motivation is being seen as a set of forcing factors which are guiding the person to achieve the proposed goals. In this research – paper, motivation has been studied from the perspective of motivational orientations: up to the task, due to interaction and obtaining knowledge, profession or diploma of higher level of education. The presented results are demonstrating interdependence of the adaptive / innovative cognitive style, motivational orientation of the students’ from higher level education in their academic performance.