Abstract
The article presents the relationship between learning motivation and psychological well-being of learners. Despite the wide range of works devoted to the study of learning motivation and psychological well-being of learners, the mechanisms of their mutual influence in the educational environment are not fully understood. In particular, comprehensive models of pedagogical design that take into account the two-way relationshipof these phenomena have not been sufficiently developed. Learning motivation is analyzed by authors as an indicator and condition of learners' psychological well-being in the context of various theories of psychological well-being, including self-determination theory, positive psychology, humanistic theory, expectancy and value theories, and others. Unlike most existing works, the authors emphasize the importance of considering the two-way relationship between learning motivation and learners' psychological well-being in the pedagogical design of educational environments and propose practice-oriented principles of pedagogical design of educational environment aimed at creating conditions that stimulate intrinsic motivation, supporting learning activity and ensuring psychological comfort of learning. These include theindividualization and support autonomy, relevance of learning outcomes, positive interaction, integration of engagement technologies into learning, ethical assessment and feedback, development of self-regulation skills and emotional stability.