The aim of this reasrch was to explore the type of academic motivation in the students of the Teacher's Study and the doublesubject teaching at the Faculty of Humanities and Social Sciences, University of Split and the evaluation of socio-emotional competences and competences (only) of evaluation that are important for future work in the classroom environment. The study was conducted on a sample of 141 students divided into two groups considering the level of studies, undergraduate (N = 66) and graduate (N = 75). The measuring instrument used in the guestionnaire consisting of two parts. The first questionnaire is the Academic Motivational Scale - College version (AMS-C 28) taken in croatian language, while the second is composed for the purpose of detecting socio-emotional competences and other (only) evaluation competencies. The results show that extrinsic motivation prevails most to all students. It was established that students demonstrate a high level of self-assessment competence. Nevertheless, students show a higher degree of assessment of socio-emotional competences than competences (only) of evaluations. Research suggests that graduate students show a higher level of assessment of their competencies, suggesting that they are more prepared and able to work in the classroom than students of lower grades.