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Talabalarda o‘z-o‘zini mustaqil rivojlantirish motivatsiyasini shakllantirish pedagogikaning dolzarb masalalaridan biridir. Ushbu maqolada motivatsiya jarayonining nazariy asoslari, mavjud amaliy modellari tahlil qilinadi, pedagogik shart-sharoitlar va metodologik yondashuvlar orqali o‘z-o‘zini mustaqil rivojlantirishga qaratilgan motivatsiyani shakllantirish modeli taklif etiladi. Tadqiqot metodlari sifatida so‘rovnomalar, intervyular va eksperimental pedagogik sinovlar qo‘llanilgan. Natijalar talabalar motivatsiyasining psixologik, ijtimoiy va metodik komponentlardan iborat bo‘lishini ko‘rsatadi. Taklif etilgan model orqali motivatsiya faktorlarining o‘zaro ta’siri aniqlanadi va ularning samaradorligi baholanadi. Muhokamada modelning ta’lim muassasalaridagi tatbiq imkoniyatlari va cheklovlari tahlil qilinadi.

  • O'qishlar soni 19
  • Nashr sanasi 06-01-2026
  • Asosiy tilO'zbek
  • Sahifalar22-26
Ўзбек

Talabalarda o‘z-o‘zini mustaqil rivojlantirish motivatsiyasini shakllantirish pedagogikaning dolzarb masalalaridan biridir. Ushbu maqolada motivatsiya jarayonining nazariy asoslari, mavjud amaliy modellari tahlil qilinadi, pedagogik shart-sharoitlar va metodologik yondashuvlar orqali o‘z-o‘zini mustaqil rivojlantirishga qaratilgan motivatsiyani shakllantirish modeli taklif etiladi. Tadqiqot metodlari sifatida so‘rovnomalar, intervyular va eksperimental pedagogik sinovlar qo‘llanilgan. Natijalar talabalar motivatsiyasining psixologik, ijtimoiy va metodik komponentlardan iborat bo‘lishini ko‘rsatadi. Taklif etilgan model orqali motivatsiya faktorlarining o‘zaro ta’siri aniqlanadi va ularning samaradorligi baholanadi. Muhokamada modelning ta’lim muassasalaridagi tatbiq imkoniyatlari va cheklovlari tahlil qilinadi.

№ Muallifning F.I.Sh. Lavozimi Tashkilot nomi
1 Maxmudova D.B. o'qituvchi “INTERNATIONAL SCHOOL OF FINANCE TECHNOLOGY AND SCIENCE” instituti
№ Havola nomi
1 1. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
2 2. Zimmerman, B. J., & Kitsantas, A. (2013). Comparing students’ self-discipline and self-efficacy as predictors of academic achievement. Journal of Educational Psychology, 105(1), 28–35. https://doi.org/10.1037/a0027125
3 3. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.
4 4. Ross, J. (2008). Intrinsic vs. extrinsic motivation and the power of educational interventions. Education Research International, 2008, Article 538285. https://doi.org/10.1155/2008/5382855. Illeris, K. (2007). How We Learn: Learning and Non-Learning in School and Beyond. Routledge
5 5. Illeris, K. (2007). How We Learn: Learning and Non-Learning in School and Beyond. Routledge
6 6. Limón, M., & Mason, L. (2002). Re-thinking assessment in higher education learning as an everyday experience. Studies in Higher Education, 27(2), 193–207. https://doi.org/10.1080/0307507022000040580
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