According to the self-determination theory (Ryan & Deci, 2000), academic motivation can take different forms (Litalien et al., 2019; Vallerand et al., 1989). First, "intrinsic motivation" (IM) is defined as a spontaneous inclination to assimilate and master an activity. Second, "extrinsic motivation" (EM) refers to a desire to succeed in an activity due to the inherent satisfaction of the experience. Finally, "amotivation" (AMT) corresponds to a lack of intention to enact behavior. The purpose of this study was to examine the impact of selective admissions processes on academic motivation using variable-oriented and person-oriented approaches. Such a perspective would provide consistent evidence of the effect of selectivity on academic motivation by providing a broad understanding of the phenomena by investigating the variable properties and by identifying subgroups of individual functioning. The authors hypothesized that a selective context would increase academic motivation compared to a non-selective one. They also expected to find that profiles characterized by extrinsic motivation and amotivation would be linked to a non-selective context.