The linking of Congolese Higher Education to LMD should encourage researchers on monitoring and supervising of students prospects. In particular self-determination problem of Congolese’s Students, who will be more actors in their own training than simples auditors. The aims of this paper were intended (i) measure the Congolese’s Students motivations, and (ii) determine the influence of gender, age, academic fee care and institution (culture) on it. Survey method and questionnaire technique were used, precisely Academic Motivation Scale (AMS-28) of Vallerand, Blais, Brière, & Pelletier to test 76 participants students, composed by Females and males, aged from 18 to 48 years old, attending the University of Lubumbashi or ISP/Gombe, either educational fee care or own fee care. After data analyse, we discovered that gender, age and academic fee care are not influenced the academic motivation of Congolese’s Students tested. Only institution or culture variable exposed that the study environment influenced the academic motivation. So it is better working with educational psychologist in creating optimal scenarios and conditions for students’ self-determination learning in the context of LMD reform.

academic motivation, intrinsic motivation, extrinsic motivation, amotivation, self-determination, Congolese’s student