Keyword: «self-esteem»

The article examines the problem of the influence of self-esteem and level of aspiration on the academic motivation of students. It analyzes the psychological mechanisms that link adequate, inflated, and deflated self-esteem with the setting of educational goals and persistence in achieving them. Special attention is paid to the phenomenon of contingent self-esteem (self-esteem dependent on external achievements) and its motivational consequences. The connection between self-esteem and the two main types of academic motivation – motivation to achieve success and motivation to avoid failure – is revealed. The results of modern international research on the role of mastery in protecting self-esteem from the threat of failure are presented. In conclusion, practical recommendations are offered for educators and psychologists on optimizing students' self-esteem and forming a healthy level of aspiration.

The article analyzes the age-related features of problems in communication with peers, from preschool to adolescence. It examines the psychological causes of communication disorders (family factors, personality traits, and the influence of the virtual environment) and their consequences: social isolation, depression, and deviant behavior. The article proposes a comprehensive approach to prevention and correction, including anti-bullying programs, training, family support, and psychotherapy. The authors emphasize the importance of developing emotional intelligence for the successful socialization of the younger generation.

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.