Psychological characteristics of developing geographical thinking in students

https://doi.org/10.35912/psychohealth.v1i2.3650
Published: Nov 12, 2025

Abstract:

Purpose: This study aims to examine the psychological characteristics that shape the development of geographical thinking among students, emphasizing the interplay between cognitive, emotional, and motivational factors. It seeks to identify effective psychological and pedagogical approaches that enhance analytical, creative, and environmental awareness through geography education.

Methodology: The research employs a qualitative-descriptive approach supported by psychological and pedagogical analyses based on the theories of Vygotsky, Piaget, Bruner, Leontiev, Ausubel, and Gardner. Observations, diagnostic tests, surveys, interviews, and experimental teaching sessions were conducted to evaluate cognitive development, emotional engagement, motivation, and spatial reasoning across various age groups.

Results: Findings reveal that geographical thinking develops most effectively in psychologically supportive and interactive learning environments. Emotional balance, intrinsic motivation, and individualized teaching approaches significantly enhance students’ spatial reasoning and problem-solving skills. The integration of visual aids, maps, and real-life examples strengthens long-term memory and analytical thinking. Furthermore, social interaction and collaborative learning stimulate critical and creative thought, transforming students into active participants in the learning process.

Conclusion: The formation of geographical thinking is a multidimensional process rooted in cognitive, emotional, and motivational harmony. Teachers play a vital role by fostering motivation, empathy, and psychological comfort, enabling students to connect geographical concepts with real-world understanding and ethical awareness.

Limitations: The study’s qualitative design limits statistical generalization and focuses primarily on school-based learning contexts.

Contribution: This research contributes to educational psychology by integrating psychological principles into geography education, offering practical insights for teachers to enhance students’ intellectual, emotional, and environmental consciousness through active and meaningful learning.

Keywords:
1. Cognitive Development
2. Emotional Engagement
3. Geographical Thinking
4. Psychology of Learning
5. Spatial Reasoning
Authors:
Narzullayev Nuriddin Homitovich
Navoi State Pedagogical Institute, Samarqand Region, Uzbekistan
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How to Cite
Homitovich, N. N. (2025). Psychological characteristics of developing geographical thinking in students. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(2), 87–97. https://doi.org/10.35912/psychohealth.v1i2.3650
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Vol. 1 No. 2 (2025): November
Articles
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References

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    Amin, A., & Hermanto, H. (2022). The effect of geographical education in improving the character of educational insights students: A study of geographical education. Jurnal Basicedu, 6(5). doi:https://doi.org/10.31004/basicedu.v6i5.3962

    Ar?kan, A. (2023). Kuantum Ö?renme Modeli'nin ortaokul ö?rencilerinin mekânsal beceri öz yeterliklerine ve mekânsal becerilerine etkisinin incelenmesi. Unpublished doctoral dissertation). Gazi University, Ankara.

    As’ari, R., Rosali, E. S., & Mulyanie, E. (2024). Fostering critical thinking skills in geography education: An authentic assessment model using field-lab approach. Paper presented at the E3S Web of Conferences.

    Balciogullari, A. (2017). Geographical thinking approach in geography education. Research Highlights in Education and Science, 26-32.

    Battersby, S. E., Golledge, R. G., & Marsh, M. J. (2006). Incidental learning of geospatial concepts across grade levels: Map overlay. Journal of Geography, 105(4), 139-146. doi:https://doi.org/10.1080/00221340608978679

    Bendl, T., Kraj?áková, L., Marada, M., & ?ezní?ková, D. (2024). Geographical thinking in geography education: A systematic review. International Research in Geographical and Environmental Education, 1-19. doi:https://doi.org/10.1080/10382046.2024.2354097

    Charcharos, C., Kokla, M., & Tomai, E. (2015). Assessing Spatial Thinking Ability. doi:https://doi.org/10.13140/RG.2.1.1621.0962

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    Duran, V., & Mertol, H. (2021). The geographical thinking skills and motivation of the students in the departments of Geography in Turkey: The geographical thinking skills and motivation. International Journal of Curriculum and Instruction, 13(2), 1778-1801. doi:The geographical thinking skills and motivation of the students in the departments of Geography in Turkey

    Fcca, S. A. B. S., Uddin, M. T., Imon, I. H., Fahim, A. Y., Islam, M. J., Riya, T. A., & Hossain, A. (2021). A comprehensive study of mental health issues: impact on overseas university students. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(1), 1-11. doi:https://doi.org/10.35912/psychohealth.v1i1.399

    Ghosh, S. K., Sarker, B. K., Saha, S. K., Islam, A., & Shakil, M. (2024). Comparison of depression and anxiety levels among students: An observational study in Dhaka City. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(1), 49-58. doi:https://doi.org/10.35912/psychohealth.v1i1.1661

    Guryevskikh, O. Y. (2020). Development of cognitive geography ideas in a digital educational environment. Paper presented at the International Scientific Conference “Digitalization of Education: History, Trends and Prospects”(DETP 2020).

    Jovanovi?, T., Otaševi?, K., Bibi?, L. I., Jovanov, J. M., Ivkov-Džigurski, A., Dragin, A., . . . Kotor?evi?, L. (2024). Which psychological characteristics make a good geography teacher in high school? Geographica Pannonica, 28(1). doi:https://doi.org/10.5937/gp28-47894

    Khaneghahi, S., Sefatgol, S., & Siyasar, M. (2022). Investigating the Relationship between School Culture and Academic Enthusiasm with Academic Hope and Motivation in High School Students. Journal of Social, Humanity, and Education, 3(1), 29-41. doi:https://doi.org/10.35912/jshe.v3i1.940

    Lasaiba, M. A., & Arfa, A. M. (2023). Geographical inquiry analysis of critical thinking ability, learning achievement and self-efficacy. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 11(2). doi:https://doi.org/10.21831/jppfa.v11i2.59437

    McLaughlin, J. A., & Bailey, J. M. (2023). Students need more practice with spatial thinking in geoscience education: a systematic review of the literature. Studies in Science Education, 59(2), 147-204. doi:https://doi.org/10.1080/03057267.2022.2029305

    Meechandee, S., & Meekaew, N. (2025). Integrating phenomenon-based learning and GIS to improve geo-literacy and student engagement: an action research approach. Discover Education, 4(1), 91. doi:https://doi.org/10.21203/rs.3.rs-5410327/v1

    Nyokro, M., Lusi, S., Risklaritas, S., Muhammad, F., & Dedy Miswar, D. (2023). Teaching geography using Web-GIS to improve students’ spatial thinking ability. Cendikia: Media Jurnal Ilmiah Pendidikan, 14(1), 38-46. doi:https://doi.org/10.35335/cendikia.v14i1.4147

    Olayemi, A. A., & Amosun, P. A. (2024). Evaluation of secondary school geography teachers’ pedagogical practices in Southwestern Nigeria. Journal of Social, Humanity, and Education, 4(4), 231-244. doi:https://doi.org/10.35912/jshe.v4i4.1857

    Rahmanelli, R., & Prarikeslan, W. (2019). Spatial thinking analysis of geographic students based on lesson study for learning community (Lslc) in geographic learning. Sumatra Journal of Disaster, Geography and Geography Education, 3(2), 159-164. doi:https://doi.org/10.24036/sjdgge.v3i2.264

    Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149-157. doi:https://doi.org/10.38177/ajast.2023.7114

    Sobirovich, T. B. (2025). The Development of Political Doctrines in the Context of Medieval Central Asian Civilization. Asian Journal of Basic Science & Research, 7(2), 16-24. doi:https://doi.org/10.38177/ajbsr.2025.7203

    Yalç?n, A., ?anl?, C., & P?nar, A. (2025). Developing a Spatial Thinking Skills Test in Geography Teaching. Journal of Theoretical Educational Science, 18(2), 280-301. doi:https://doi.org/10.30831/akukeg.1581042

  1. Albert, W. S., & Golledge, R. G. (1999). The use of spatial cognitive abilities in geographical information systems: The map overlay operation. Transactions in GIS, 3(1), 7-21. doi:https://doi.org/10.1111/1467-9671.00003
  2. Amin, A., & Hermanto, H. (2022). The effect of geographical education in improving the character of educational insights students: A study of geographical education. Jurnal Basicedu, 6(5). doi:https://doi.org/10.31004/basicedu.v6i5.3962
  3. Ar?kan, A. (2023). Kuantum Ö?renme Modeli'nin ortaokul ö?rencilerinin mekânsal beceri öz yeterliklerine ve mekânsal becerilerine etkisinin incelenmesi. Unpublished doctoral dissertation). Gazi University, Ankara.
  4. As’ari, R., Rosali, E. S., & Mulyanie, E. (2024). Fostering critical thinking skills in geography education: An authentic assessment model using field-lab approach. Paper presented at the E3S Web of Conferences.
  5. Balciogullari, A. (2017). Geographical thinking approach in geography education. Research Highlights in Education and Science, 26-32.
  6. Battersby, S. E., Golledge, R. G., & Marsh, M. J. (2006). Incidental learning of geospatial concepts across grade levels: Map overlay. Journal of Geography, 105(4), 139-146. doi:https://doi.org/10.1080/00221340608978679
  7. Bendl, T., Kraj?áková, L., Marada, M., & ?ezní?ková, D. (2024). Geographical thinking in geography education: A systematic review. International Research in Geographical and Environmental Education, 1-19. doi:https://doi.org/10.1080/10382046.2024.2354097
  8. Charcharos, C., Kokla, M., & Tomai, E. (2015). Assessing Spatial Thinking Ability. doi:https://doi.org/10.13140/RG.2.1.1621.0962
  9. Cohen, L., Manion, L., & Morrison, K. (2002). Research methods in education: routledge.
  10. Creswell, J. W. (2017). Ara?t?rma deseni: Nitel, nicel ve karma yöntem yakla??mlar?: E?iten kitap.
  11. Cutter, S. L., Golledge, R., & Graf, W. L. (2002). The big questions in geography. The professional geographer, 54(3), 305-317. doi:https://doi.org/10.1111/0033-0124.00332
  12. Duran, V., & Mertol, H. (2021). The geographical thinking skills and motivation of the students in the departments of Geography in Turkey: The geographical thinking skills and motivation. International Journal of Curriculum and Instruction, 13(2), 1778-1801. doi:The geographical thinking skills and motivation of the students in the departments of Geography in Turkey
  13. Fcca, S. A. B. S., Uddin, M. T., Imon, I. H., Fahim, A. Y., Islam, M. J., Riya, T. A., & Hossain, A. (2021). A comprehensive study of mental health issues: impact on overseas university students. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(1), 1-11. doi:https://doi.org/10.35912/psychohealth.v1i1.399
  14. Ghosh, S. K., Sarker, B. K., Saha, S. K., Islam, A., & Shakil, M. (2024). Comparison of depression and anxiety levels among students: An observational study in Dhaka City. Psychohealth: Scientific Journal of Psychology and Mental Health, 1(1), 49-58. doi:https://doi.org/10.35912/psychohealth.v1i1.1661
  15. Guryevskikh, O. Y. (2020). Development of cognitive geography ideas in a digital educational environment. Paper presented at the International Scientific Conference “Digitalization of Education: History, Trends and Prospects”(DETP 2020).
  16. Jovanovi?, T., Otaševi?, K., Bibi?, L. I., Jovanov, J. M., Ivkov-Džigurski, A., Dragin, A., . . . Kotor?evi?, L. (2024). Which psychological characteristics make a good geography teacher in high school? Geographica Pannonica, 28(1). doi:https://doi.org/10.5937/gp28-47894
  17. Khaneghahi, S., Sefatgol, S., & Siyasar, M. (2022). Investigating the Relationship between School Culture and Academic Enthusiasm with Academic Hope and Motivation in High School Students. Journal of Social, Humanity, and Education, 3(1), 29-41. doi:https://doi.org/10.35912/jshe.v3i1.940
  18. Lasaiba, M. A., & Arfa, A. M. (2023). Geographical inquiry analysis of critical thinking ability, learning achievement and self-efficacy. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 11(2). doi:https://doi.org/10.21831/jppfa.v11i2.59437
  19. McLaughlin, J. A., & Bailey, J. M. (2023). Students need more practice with spatial thinking in geoscience education: a systematic review of the literature. Studies in Science Education, 59(2), 147-204. doi:https://doi.org/10.1080/03057267.2022.2029305
  20. Meechandee, S., & Meekaew, N. (2025). Integrating phenomenon-based learning and GIS to improve geo-literacy and student engagement: an action research approach. Discover Education, 4(1), 91. doi:https://doi.org/10.21203/rs.3.rs-5410327/v1
  21. Nyokro, M., Lusi, S., Risklaritas, S., Muhammad, F., & Dedy Miswar, D. (2023). Teaching geography using Web-GIS to improve students’ spatial thinking ability. Cendikia: Media Jurnal Ilmiah Pendidikan, 14(1), 38-46. doi:https://doi.org/10.35335/cendikia.v14i1.4147
  22. Olayemi, A. A., & Amosun, P. A. (2024). Evaluation of secondary school geography teachers’ pedagogical practices in Southwestern Nigeria. Journal of Social, Humanity, and Education, 4(4), 231-244. doi:https://doi.org/10.35912/jshe.v4i4.1857
  23. Rahmanelli, R., & Prarikeslan, W. (2019). Spatial thinking analysis of geographic students based on lesson study for learning community (Lslc) in geographic learning. Sumatra Journal of Disaster, Geography and Geography Education, 3(2), 159-164. doi:https://doi.org/10.24036/sjdgge.v3i2.264
  24. Sobirovich, T. B. (2023). Basic Criteria for Building the Third Renaissance in Uzbekistan. Asian Journal of Applied Science and Technology (AJAST), 7(1), 149-157. doi:https://doi.org/10.38177/ajast.2023.7114
  25. Sobirovich, T. B. (2025). The Development of Political Doctrines in the Context of Medieval Central Asian Civilization. Asian Journal of Basic Science & Research, 7(2), 16-24. doi:https://doi.org/10.38177/ajbsr.2025.7203
  26. Yalç?n, A., ?anl?, C., & P?nar, A. (2025). Developing a Spatial Thinking Skills Test in Geography Teaching. Journal of Theoretical Educational Science, 18(2), 280-301. doi:https://doi.org/10.30831/akukeg.1581042