Introduction. Research into achievement motives and its structure is significant in many areas, such as: selection and development of personnel, university and school education, advisory and pedagogical work with children and students, sports psychology, etc. In addition to theoretical significance, these studies also have practical significance in improving the motivation and efficiency of individuals and groups. Despite the numerous researches on achievement motives, there are few that deal with the artistic population. In our research we will investigate the expressiveness of four standard components of the achievement motive among art students. The intention is to determine whether there are differences in the components of achievement motives among students of different artistic fields. Materials and methods. 100 students from art academies (painting, sculpture, design and acting) participated in the research. The MOP2002 scale was used to examine the achievement motive, which, in addition to the intensity of the achievement motive, also measures the following components: competition with others, perseverance in achieving goals, achieving goals as a source of satisfaction and orientation towards planning. Results. The results show that artistic groups differ both in terms of expression and influence of achievement components. The achievement motive is the most pronounced among acting students, and the least among sculpture students. Also, the groups differ most on the components of achieving goals as a source of satisfaction and persistence in achieving goals. The influence of the competitiveness component proved to be weakly expressed in the decision to engage in art.