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.

Purpose: This study aims to examine the psychological determinants of procrastination in the process of developing students’ independent learning activities. It focuses on how procrastination, as a conscious delay in task completion, is linked to academic motivation, self-regulation, and time management. Research Methodology: A qualitative-descriptive approach was employed, drawing on a review of contemporary psychological and educational literature. The analysis integrates cognitive, emotional, and social perspectives to understand the underlying causes of procrastination and its implications for independent learning. Results: The findings reveal that procrastination is strongly associated with deficits in time management skills, low intrinsic motivation, and poor emotional regulation. Social influences, such as peer pressure and learning environment, also play a significant role. These factors collectively hinder the effectiveness of independent learning by reducing persistence, focus, and academic achievement. Conclusions: Procrastination acts as a barrier to effective self-directed learning. Addressing cognitive distortions, fostering emotional resilience, and enhancing self-regulation are essential to reducing procrastination levels and improving independent learning outcomes. Limitations: The study is limited by its reliance on literature-based analysis rather than empirical testing. Future research should employ longitudinal and experimental designs to measure causal relationships between procrastination and learning effectiveness. Contribution: This article contributes to educational psychology by highlighting the interplay between psychological factors and learning behavior, offering practical recommendations to support students’ self-directed learning.

Purpose: This study aims to explore the psychological mechanisms that foster creativity among future music teachers. It particularly examines how emotional intelligence, cognitive flexibility, self-efficacy, and intrinsic motivation interact to enhance creative potential during teacher preparation programs. Research methodology: A mixed-method approach was employed, combining quantitative surveys and qualitative interviews with 120 music education students from three universities. Standardized instruments measured emotional intelligence, self-efficacy, and cognitive flexibility, while semi-structured interviews captured students’ perceptions of creativity development in pedagogical contexts. Data were analyzed using multiple regression and thematic coding to identify significant predictors and underlying psychological processes. Results: Findings reveal that emotional intelligence and intrinsic motivation are the strongest predictors of creative engagement, while cognitive flexibility mediates the relationship between self-efficacy and creative outcomes. Students who received reflective and autonomy-supportive instruction reported higher creative performance and stronger intrinsic drive. Conclusions: Creativity in future music teachers is deeply rooted in emotional and cognitive mechanisms that can be intentionally developed through psychologically informed teacher training. Enhancing emotional regulation, adaptive thinking, and motivation can significantly elevate creative pedagogical practices. Limitations: The study is limited to pre-service music teachers and does not account for cross-cultural variations or longitudinal effects of creativity development. Contribution: This research contributes to music pedagogy by providing an integrative psychological framework for cultivating creativity in teacher education and suggesting practical interventions for curriculum design.