BOSHLANG‘ICH SINF O‘QUVCHILARIDA XAVOTIRNI KAMAYTIRISHDA IJOBIY MULOQOT STRATEGIYALARINING O‘RNI

Article Sidebar

PDF (Русский)
Issue: Vol. 3 No. 28 : Young scientists
Section: Maqolalar
Published:

Main Article Content

Toshkent viloyati Qibray tumani 4-umumiy o'rta ta'lim maktabi amaliyotchi psixologi
xoshimovagulsara@gmail.com

Abstract:

Ushbu maqolada boshlang‘ich sinf o‘quvchilari o‘rtasida xavotirni kamaytirishning samarali yo‘llaridan biri sifatida ijobiy muloqot strategiyalarining ahamiyati yoritilgan. Tadqiqot jarayonida empatik eshitish, deskriptiv maqtov, nizosiz muloqot (NVC), “growth mindset”ga asoslangan fikr-mulohaza va sinf muhitini qo‘llab-quvvatlash kabi strategiyalarni tizimli qo‘llash orqali o‘quvchilarda xavotir darajasining pasayishi kuzatildi. Tadqiqot xorijiy manbalarda sinovdan o‘tgan dasturlar (FRIENDS for Life, TAPES, growth mindset intervensiyalari) va mahalliy pedagogik tajribalar tahliliga asoslandi. Natijalar boshlang‘ich ta’limda o‘qituvchilarning ijobiy muloqot strategiyalaridan foydalanishi xavotirni kamaytirish va sinf muhitini yaxshilashga samarali ta’sir ko‘rsatishini ko‘rsatadi.

Article Details

How to Cite:

Xoshimova , G. . (2025). BOSHLANG‘ICH SINF O‘QUVCHILARIDA XAVOTIRNI KAMAYTIRISHDA IJOBIY MULOQOT STRATEGIYALARINING O‘RNI. Young Scientists, 3(28), 9–13. Retrieved from https://in-academy.uz/index.php/yo/article/view/58187

References:

Beesdo-Baum, K., Ginsburg, G. S., et al. (2019). Teacher Anxiety Program for Elementary Students (TAPES): Intervention development and protocol for a randomized controlled trial. Trials, 20(1), 1–13. https://doi.org/10.1186/s13063-019-3863-9

Ginsburg, G. S., et al. (2020). Teacher Anxiety Program for Elementary Students: An open trial. Evidence-Based Practice in Child and Adolescent Mental Health, 5(2), 134–147. https://doi.org/10.1080/23794925.2020.1754707

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Rosenberg, M. B. (2015). Nonviolent Communication: A Language of Life (3rd ed.). PuddleDancer Press.

Seo, Y.-J., et al. (2022). Effects of a Nonviolent Communication-based empathy education program. Healthcare, 10(21), 4120. https://doi.org/10.3390/healthcare10214120

Jolstead, K. A., et al. (2020). Impact of CW-FIT on student and teacher behavior in middle school. Journal of Positive Behavior Interventions, 22(3), 165–176. https://doi.org/10.1177/1098300720910133

Yeager, D. S., et al. (2022). A synergistic mindsets intervention protects adolescents from stress. Nature, 607, 512–520. https://doi.org/10.1038/s41586-022-04907-7