Students' academic motivation is malleable in nature and can change over time. Variable-centered research can detect general changes in motivational variables. Recent studies have shown that learning behaviors are driven by a combination of motivations, resulting in distinct motivational profiles. Person-centered studies can detect nuanced changes in students' motivation profile memberships. Examining the nature of profile shifts could be the key to support long-term development of academic motivation. The purpose of this study was to investigate how high-school students' academic motivational profiles changed across 2 academic years and how school belongingness and achievement feedback influenced their motivation profile memberships. Latent transition analysis of responses from 1,670 high-school students revealed 6 motivational profiles: "amotivated," "externally regulated," "balanced demotivated," "moderately motivated," "balanced motivated," and "autonomously motivated." Pairwise logistic regression results showed that high-school students' sense of school belongingness and their prior achievement level significantly predicted their motivation profile membership in the 2nd year, controlling for their 1st-year membership.