Motivation to achieve success and motivation to avoid failures among students of a pedagogical university in the context of a point-rating assessment system

The article presents the results of an empirical study of the characteristics of moti-vation to achieve success and motivation to avoid failure among students of pedagogical uni-versities from different regions of the Russian Federation in various fields, profiles and train-ing programs in a point-rating assessment system. The differences in the motivation to achieve success and the motivation to avoid failure among students studying under the conditions of academic performance control using a point-rating assessment system and without it are shown. It is assumed that the point-rating system allows taking into account the individual and personal characteristics of students and eliminates the subjectivity of the teacher, however, on the other hand, when students systematically use it in the educational process, the level of mo-tivation for success decreases and the level of motivation for avoiding failures and protection increases. The article argues that the main reason for the decrease in motivation for success among students in the context of academic performance monitoring using a point-rating eval-uation system is the predictability of learning outcomes. The availability of evaluation tools in the funds of the rating plan, various tasks, exercises, creative works, as well as requirements for their implementation, assessment criteria, etc., allows the student not only to determine the level of difficulty of tasks, assess their strengths, adjust the individual educational route, but also to ―translate‖ the results of educational activities in the discipline into rating score points and predict the probability of your success or failure. As a result, the student's risk level and anxiety level decrease, self-esteem stabilizes, the desire for success becomes lower, and the motivation level for avoiding failures increases.