Psychohealth: Scientific Journal of Psychology and Mental Health

Psychological and pedagogical foundations of developing innovative thinking in future informatics teachers

Muxlisov Sodiqjon Saidjonovich — 2025-05-08

Purpose: The study aims to examine the psychological and pedagogical foundations essential for developing innovative thinking in future computer science (informatics) teachers. It focuses on identifying key competencies such as creativity, cognitive flexibility, critical thinking, and adaptive problem-solving in the context of digital transformation in education.

Research methodology: A mixed-methods approach was applied, combining qualitative and quantitative research. The study involved surveys, psychometric tests (e.g., Torrance Tests of Creative Thinking), interviews, focus groups, and classroom observations with a sample of 200 participants, including pre-service informatics teachers and faculty members. Data were analyzed using thematic analysis for qualitative inputs and statistical methods for quantitative data, ensuring triangulation for validity.

Results: The findings indicate that innovative thinking in future informatics teachers is significantly influenced by a combination of psychological traits (such as self-regulation and intellectual curiosity), supportive pedagogical environments, and exposure to digital technologies. Effective development of innovative competencies requires integrated strategies involving experiential learning, reflective practices, and emotional intelligence training. The study recommends curriculum reforms, mentorship programs, and the use of digital tools to foster a culture of sustained innovation in teacher education.

Analysis of psychological and social factors of occupational stress in military personnel

Raximov Umidjon Muratovich — 2025-05-08

The development of emotional intelligence and its influencing psychological factors among students majoring in english language teaching

Rustamova Munisa Tulqin Qizi — 2025-05-08

Purpose: This study aims to analyze the psychological and social factors contributing to occupational stress among military personnel. It focuses on identifying key stressors, evaluating their impact on mental health and operational performance, and proposing effective stress management strategies.

Research methodology: A comprehensive mixed-methods approach was employed, combining theoretical analysis with empirical research. Data were collected through surveys, psychological tests (Holmes-Rahe Life Stress Inventory, COPE Inventory, Spielberger’s State-Trait Anxiety Inventory), interviews, and observations involving 100 military personnel. The data were analyzed using descriptive statistics, correlation analysis, and thematic content analysis to explore the interrelation between psychological and social stress factors.

Results: Findings reveal that over 65% of military personnel experience moderate to high stress levels, with major stressors including organizational pressure, family separation, and strict disciplinary demands. Coping strategies varied, with many relying on avoidance and emotional withdrawal, while only a minority used problem-focused approaches. High levels of anxiety were prevalent, underscoring the need for enhanced psychological assistance and stronger social support systems. The study recommends implementing structured stress management programs, psychological counseling, and family engagement initiatives to mitigate occupational stress in military environments.

Psychological factors in the development of social-emotional competencies of primary school children

Rahmatova Nasiba Sobirovna — 2025-10-13

Purpose: This study aims to analyze the psychological factors that influence the development of social-emotional competencies in primary school children, emphasizing the role of empathy, self-regulation, cooperation, decision-making, and social responsibility in shaping personal growth and adaptability.

Research Methodology: A qualitative and descriptive design was employed using questionnaires, interviews, observations, reflection diaries, and role-play tasks. The methods were applied to evaluate how family environment, school context, and teacher-student interactions affect children’s emotional-volitional qualities and social skills.

Results: Findings demonstrate that social-emotional competencies form an integrated system rather than isolated abilities. Children with stronger empathy and self-regulation exhibit better cooperation and decision-making, leading to higher academic success and resilience. Environmental determinants—family support, classroom climate, and peer relations—emerged as decisive factors for strengthening these competencies. Structured interventions such as emotional literacy training and cooperative learning tasks were found to significantly enhance self-awareness, emotional control, and interpersonal relationships.

Conclusions: The development of social-emotional competencies is central to holistic child development. Schools, families, and psychological services must collaborate to systematically integrate social-emotional learning into educational practice, ensuring sustainable academic and personal outcomes.

Limitations: The study mainly focuses on psychological and educational settings in primary schools, without large-scale quantitative validation across broader populations.

Contribution: This research contributes to educational psychology by providing practical recommendations for integrating social-emotional learning strategies, offering insights for teachers, parents, and policymakers to foster resilience and life skills in children.

Psychological factors affecting the adaptation of preschool children to the social environment: The role of family and kindergarten environments

Nazаrova Dilnoza O‘razalievna — 2025-10-13

Purpose: This study aims to identify the key psychological factors that influence preschool children’s adaptation to their social environment. Special emphasis is placed on the role of family and kindergarten settings in shaping personality development, emotional balance, and communication skills.

Research methodology: The research employs a qualitative-descriptive approach, synthesizing existing psychological and pedagogical literature, along with practical observations from early childhood education contexts. Data sources include theoretical frameworks, empirical studies, and case-based insights from family and preschool environments.

Results: The findings reveal that parenting style, parental emotional support, and consistent attention are critical for children’s emotional stability and self-confidence. Likewise, pedagogical practices in kindergarten, peer relationships, and interaction with educators play a significant role in strengthening communication skills and encouraging social activity. These combined factors create a supportive environment that enables smoother adaptation to new social conditions.

Conclusions: Successful adaptation in early childhood relies on the synergy between family involvement and educational settings. The alignment of parenting practices and pedagogical approaches provides a foundation for personality growth, social competence, and emotional resilience in children.

Limitations: The study is limited by its reliance on secondary sources and lacks longitudinal data to measure adaptation outcomes over time across diverse cultural settings.

Contribution: This research provides practical recommendations for preschool educators and psychologists to design strategies that enhance children’s adaptation, thereby improving early childhood education quality and long-term social development.