Keywords
teacher–student collaboration,
socio-psychological relations
pedagogical activity
digital environment,
student personality,
motivation, cluster-associative analysis.
How to Cite
Abstract
The purpose of this study is to identify the socio-psychological foundations of teacher–student collaboration in the process of improving the quality of education and to analyze the factors ensuring effective interaction. The research employed content analysis, a cluster-associative approach, and Ch. Osgood’s semantic differential method. Empirical data were collected from teachers and students of general secondary education institutions. The findings reveal that teachers’ perceptions of students include both positive traits (activity, giftedness, technological literacy) and negative tendencies (lack of discipline, attention deficit, dependence on the digital environment). Significant differences were also identified in the evaluative approaches of primary and secondary school teachers. In conclusion, the study confirms the strong influence of the digital environment on modern students’ personalities and substantiates the need for individualized approaches, adaptation of motivational mechanisms, and improvement of the socio-psychological educational environment.
References
Ablakulov Sh.D. Bo‘lajak pedagoglarda kasbiy kreativlik kompetensiyalarini rivojlantirishning psixologik xususiyatlari: avtoref. – T.: TDPU, 2024. – 47 b.
Borko H., Lalik R., Tomchin E. Student teachers' understandings of successful and unsuccessful teaching // Teaching and Teacher Education. – 1987. – Vol. 3, No. 2. – P. 77–90.
Botirova D.B. Pedagoglarda kasbiy so‘nish jarayonining ijtimoiy-psixologik xususiyatlari: avtoref. (PhD). – T.: TDSHU, 2024. – 64 b.
Dalin P. Changing the school culture. – London, 1993.
Giallo R., Little E. Classroom behaviour problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers // Australian Journal of Educational & Developmental Psychology. – 2003. – Vol. 3, No. 1. – P. 21–34.
Hajisoteriou C., Karousiou C., Angelides P. Successful components of school improvement in culturally diverse schools // School Effectiveness and School Improvement. – 2018. – Vol. 29, No. 1. – P. 91–112.
He X., Wang Y. The construction of teacher’s teaching quality evaluation system based on the teacher–student cooperation model // SHS Web of Conferences. – 2024. – Vol. 181. – Article 04036.
Le H., Janssen J., Wubbels T. Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration // Cambridge Journal of Education. – 2018. – Vol. 48, No. 1. – P. 103–122.
Muijs D. Improving schools through collaboration: A mixed methods study of school-to-school partnerships in the primary sector // Oxford Review of Education. – 2015. – Vol. 41, No. 5. – P. 563–586.
Narzikulova F.B. O‘qituvchining kasbiy imiji salohiyatini rivojlantirishning ijtimoiy-psixologik sharoitlarini takomillashtirish: DSc diss. avtoref. – T.: Toshkent, 2022. – 67 b.
Nurmatov N.N. Pedagoglarda frustratsion tolerantlik namoyon bo‘lishining psixologik xususiyatlari: avtoref. – T.: O‘zMPU, 2025. – 56 b.
Olimova F.A. Bo‘lajak pedagoglarda stressga barqarorlikni shakllantirishning ijtimoiy-psixologik xususiyatlari: PhD diss. avtoref. – B.: BuxDU, 2024. – 63 b.
Shoyimova Sh.S. Oliy tibbiy ta’lim muassasalari pedagoglari faoliyatining ijtimoiy-psixologik determinantlari: avtoref. – T.: TDPU, 2024. – 74 b.
Wimberley C.E. Teacher collaboration and student achievement. – Lindenwood University, 2011.
Wubbels T., Brekelmans M. Two decades of research on teacher–student relationships in class // International Journal of Educational Research. – 2005. – Vol. 43, No. 1–2. – P. 6–24.
Xu L., Yang Q. Modeling and analysis on teacher–student relationship // Discrete Dynamics in Nature and Society. – 2019. – Vol. 2019, No. 1. – Article 5481926.
Абдуллаева Ш.Х. Профессионал компетентликнинг ижтимоий-психологик асослари. – Т.: “Фан ва технология”, 2017. – 176 б.
Абдулмажидова М.Д. Ўқувчилар касбий танловининг ижтимоий-психологик омиллари: дисс. автoреф. – Т., 2025. – 53 б.
Асадов Ю.М. Исследование влияния личностных свойств учителя на качество и компоненты педагогического труда // Психологические аспекты совершенства подготовки учительских кадров в педвузах и университетах в условиях непрерывного образования: тез. докл. респ. науч.-практ. конф. (11–12 апреля 1991 г., Ч. I). – Ташкент, 1991. – С. 44–46.
Баратов Ш.Р. Психологическая служба в образовании Узбекистана и психологическое благополучие учащихся // Психология XXI столетия. – 2023.
Жабборов А.М. Психологический анализ этнического сознания в воспитании // Academic Research in Educational Sciences. – 2023. – Vol. 4, TMA Conference. – С. 641–647.
Расулов А.И. Ўқитувчи шахсининг тарбиячи сифатида ўқувчилар билан ўзаро муносабат даражалари: дисс. – Тошкент, 2001. – 177 б.
Сабирова Д.А. Методы исследования социального интеллекта учителя // Психология XXI столетия. – 2017. – С. 345–349.
Тошматов Б.Э. Педагог касбий фаолиятини оптималлаштиришнинг ижтимоий-психологик хусусиятлари: дисс. автoреф. – Т., 2025. – 55 б.
Тураева Д.Р. Педагог кадрлар фаолияти услубининг психологик хусусиятлари. – Т.: “Mashhur-press”, 2019. – 188 б.
Хайитов О.Э. Моделирование психологической компетентности руководителя: концептуальный эмпирический анализ // Academic Research in Educational Sciences. – 2020. – No. 3. – С. 526–540.
Ҳайитова З.М. Бошланғич синф ўқитувчилари касбий фаолиятини шакллантиришнинг педагогик-психологик омиллари: дисс. автoреф. – Т., 2025. – 51 б.
Шакарбоева Ш.А. Умумий ўрта таълим мактабларининг бўлғуси педагогларида ўз устида ишлаш фаолиятини тарбиялашнинг ижтимоий-психологик хусусиятлари: дисс. автoреф. – Ж., 2022. – 51 б.
Эшметов Ш.А. Устоз-шогирд муносабатларининг ижтимоий-психологик феноменлари: дисс. – Тошкент: М. Улуғбек номидаги Ўзбекистон Миллий университети, 2005. – 147 б.
This work is licensed under a Creative Commons Attribution 4.0 International License.