Keyword: «goal setting»

The article reveals the key features of the relationship between indicators of the development of goal-setting ability and job satisfaction in the research of domestic and foreign scientists, and also provides data on the study of goal-setting ability and job satisfaction among sales managers.

The article discusses the possibilities of increasing the effectiveness of a modern lesson, the characteristics and components of an effective lesson. The features of improving a teacher’s preparation for a lesson, taking into account the requirements for a lesson, designing, goal setting and lesson planning, and developing student motivation are shown. Teaching methods and pedagogical technologies used in modern lessons are presented. Potential difficulties that reduce the effectiveness of the lesson at each of its stages are indicated. The features of analysis and evaluation of lesson effectiveness are reflected.

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.