Keyword: «академическая успеваемость»

This article presents an analytical review of Russian and international studies on the influence of the point-rating system on student motivation and academic performance in higher education. The aim is to systematize approaches to interpreting this influence and to identify the conditions under which a semester-based accumulative point-rating system supports regular learning behavior of undergraduate and specialist students or, conversely, reinforces external motivation and formal score-oriented behavior. The methodological basis includes comparative analysis of publications, conceptual reconstruction, and theoretical synthesis of studies on formative assessment, self-determination, academic emotions, engagement, and self-regulated learning. The review shows that the effect of the point-rating system on motivation and academic performance is indirect and depends on criteria transparency, feedback structure, student choice, the distribution of assessment events across the semester, and the connection between scores and perceived competence growth. The paper is explicitly positioned as an analytical review and provides a basis for further empirical studies of specific organizational models of point-rating assessment.

The article analyzes the role of self-confidence as a psychological predictor of students' academic performance. Based on a review of domestic and foreign studies, the concept of self-confidence, its difference from self-esteem and self-efficacy, is clarified. Empirical data are presented, including the results of the author's research on a sample of students. Gender differences have been identified: boys have a more pronounced positive relationship between self-confidence and academic performance, while girls have a weak relationship. The necessity of including confidence training in the programs of psychological and pedagogical support of students is substantiated.