Ushbu maqolaning maqsadi talabaning stress holatida o'zini o'zi boshqarishning psixologik xususiyatlarini tahlil qilishdir. Tadqiqot doirasida biz o'z-o'zini nazorat qilishning asosiy jihatlarini va uning stressli vaziyatlarda talabalarga ta'sirini aniqlashga harakat qilamiz, shuningdek, stressni samarali engish va umumiy psixologik barqarorlikni oshirish uchun ushbu mahoratni mustahkamlash bo'yicha amaliy tavsiyalar beramiz.
Ushbu maqolaning maqsadi talabaning stress holatida o'zini o'zi boshqarishning psixologik xususiyatlarini tahlil qilishdir. Tadqiqot doirasida biz o'z-o'zini nazorat qilishning asosiy jihatlarini va uning stressli vaziyatlarda talabalarga ta'sirini aniqlashga harakat qilamiz, shuningdek, stressni samarali engish va umumiy psixologik barqarorlikni oshirish uchun ushbu mahoratni mustahkamlash bo'yicha amaliy tavsiyalar beramiz.
| № | Имя автора | Должность | Наименование организации |
|---|---|---|---|
| 1 | Biysekova S.T. | assistent o’qituvchisi | Nukus innovatsion institutı Pedagogika va xorijiy tillar kafedrasi |
| № | Название ссылки |
|---|---|
| 1 | American Psychological Association. (2018). College students: coping with stress and anxiety. Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of general psychology, 2(3), 271-299. Hafenbrack, A. C., Kinias, Z., & Barsade, S. G. (2014). Debiasing the mind through meditation: Mindfulness and the sunk-cost bias. Psychological science, 25(2), 369-376. Harnett, P. H., & Dawe, S. (2012). The contribution of mindfulness-based therapies for children and families and proposed conceptual integration. Child and Adolescent Mental Health, 17(4), 195-208. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company. |