<p>University students reported great concerns about their academic motivation in emergency remote teaching during the COVID-19 pandemic, but its nature is not well understood since the majority of performed studies were variable-centered. By a person-centered approach, this study examined the motivational profiles of university students in emergency remote teaching. It also examined whether the motivational profiles differ in basic psychological needs, optimism, resilience, and academic achievement. The study was conducted on a sample of 499 university students (79% females) who experienced emergency remote teaching for more than a semester due to gathering restrictions during the pandemic. The results of latent profile analysis revealed that university students’ academic motivation during emergency remote teaching in the pandemic can be described through five distinct motivational profiles: Poorly motivated, Moderately motivated, Highly motivated, Autonomous, and Controlled (ranging from the largest to the smallest). Further results disclosed that autonomy and competence satisfaction, resilience, and optimism are higher in more optimal motivational profiles (Autonomous, Highly motivated, Moderately motivated) than in less optimal ones (Poorly motivated, Controlled), while relatedness and competence frustration were higher in Controlled than in Autonomous profile. Also, Autonomous and Highly motivated students had better academic achievement compared to those in Poorly motivated and Controlled motivational profiles. Obtained findings are examined in terms of their theoretical and practical implications.</p>