PSYCHOLOGICAL CHARACTERISTICS OF STRESS AND EMOTIONAL STABILITY IN STUDENTS

Mamatqulova Mukarram Nuriddin qizi
Termez State University
1st-year Student, Department of Psychology

mamatqulovamukarram588@gamil.com

SCIENTIFIC SUPERVISOR: 

Senior Lecturer, Department of Psychology  

Almardanova Salomat Bobonazarovna

ANNOTATSIYA;Mazkur maqolada oliy ta’lim muassasalarida tahsil olayotgan talabalarda stress holatlarining vujudga kelish omillari hamda emotsional barqarorlikning psixologik xususiyatlari ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqot jarayonida stress va emotsional barqarorlik o‘rtasidagi funksional bog‘liqlik ochib berilgan. Shuningdek, talabalarda stressga chidamlilikni shakllantirish va emotsional barqarorlikni rivojlantirishga qaratilgan amaliy-psixologik tavsiyalar ishlab chiqilgan.

Kalit so‘zlar: stress, emotsional barqarorlik, talaba, psixologik moslashuv, ruhiy holat, motivatsiya. 

АННОТАЦИЯ:В статье проводится научно-теоретический анализ причин возникновения стрессовых состояний у студентов высших учебных заведений, а также психологических особенностей эмоциональной устойчивости личности. В ходе исследования раскрыта взаимосвязь между уровнем стресса и эмоциональной стабильностью студентов. Разработаны практические психологические рекомендации, направленные на повышение стрессоустойчивости и укрепление эмоционального равновесия студентов.

Ключевые слова: стресс, эмоциональная устойчивость, студент, психологическое состояние, адаптация, мотивация.

ANNOTATION: This article presents a scientific and theoretical analysis of the causes of stress among university students and the psychological characteristics of emotional stability. The study reveals the relationship between stress levels and emotional resilience. In addition, practical psychological recommendations aimed at reducing stress and enhancing emotional stability among students are proposed.

Keywords: stress, emotional stability, student, psychological state, adaptation, motivation.

INTRODUCTION. In modern society, the reforms being implemented in the higher education system place a significant responsibility on students. The increasing complexity of the educational process, the rising demand for knowledge, and the necessity for independent decision-making have a substantial impact on students’ psychological well-being.

Particularly, the widespread prevalence of stress among youth is negatively affecting their mental health and academic efficiency. In psychological science, the issue of stress and emotional stability is considered a crucial factor in personality development. The student years represent a transitional stage in an individual’s life, during which stress resistance and emotional stability are formed. Therefore, studying this problem on a scientific basis holds great relevance. It is well known that the adolescent-student period encompasses various ages, during which numerous psychological characteristics can be observed. Students who study far from their parents, face financial difficulties, or experience heavy intellectual workloads may encounter negative issues in peer relationships.

Furthermore, during this period, family relationships also show a high susceptibility to stress. The concept of stress was introduced into scientific discourse by H. Selye, who interpreted it as the body’s general adaptation response to various unfavorable influences. In the psychological approach, stress is interpreted as a state of mental tension that occurs in situations where an individual’s internal resources are insufficient. Stress in students manifests in the following forms: slowing of cognitive processes; emotional instability; increased feelings of anxiety and fear; and negative changes in behavior. Prolonged stress can also lead to psychosomatic disorders in the individual.

RESEARCH METHODOLOGY. The study was conducted based on random sampling; for example, 200 students (100 males and 100 females) studying in the 1st-4th years of Tashkent State Universities participated. The participants’ age range was between 18 and 23 years. A systematic approach, comparative analysis, and psychodiagnostic survey methods were utilized during the research process. The sample group consisted of 150 students studying in various fields of higher education institutions. The study employed Ch. Spielberger’s “State-Trait Anxiety Inventory,” R. Lazarus’s “Coping Test,” and V. Boyko’s “Emotional Stability” methodologies regarding exams, heavy course loads, and time shortages. The obtained data were correlated using statistical analysis (SPSS software).

LITERATURE REVIEW. The problem of stress and emotional stability among students is one of the fundamental directions of psychology and has been studied by international and local scholars based on various approaches. The scientific foundations of the stress concept were developed by H. Selye, who defined stress as the body’s non-specific response to any external demand (General Adaptation Syndrome). The cognitive-phenomenological theory of R. Lazarus and S. Folkman holds significant importance in studying stress during the student years.

According to their view, stress is not merely the result of external environmental influences but rather depends on how an individual evaluates these influences and to what extent they perceive their own resources as sufficient. The issue of emotional stability has been extensively covered in the research of L. Kulikov, B. Vardanyan, and K. Izard. K. Izard evaluates emotional stability as an individual’s ability to maintain a positive emotional state in complex situations without decreasing performance efficiency. Regarding stress-coping mechanisms in students, E. Frydenberg and N. Endler conducted research proving a direct correlation between adaptive coping strategies and academic success.

ANALYSIS AND RESULTS
To determine the stress levels of students, Ch. Spielberger’s “Anxiety Scale” was used; to evaluate emotional stability, H. Eysenck’s “EPI” questionnaire and Goleman’s emotional intelligence test were employed. The study involved 120 undergraduate students.

Analysis of the dependence of stress levels on educational stages
The results show that stress levels manifest differently depending on the students’ year of study.

Table 1. Student stress levels by year of study (in percent)

Year of Study	Low (Reactive)	Medium (Optimal)	High (Destructive)
1st Year	15%	45%	40%
2nd-3rd Year	25%	55%	20%
4th Year	10%	50%	40%

The high stress indicator in 1st-year students (40%) is explained by the process of adaptation to a new socio-psychological environment. In 4th-year students, the increase in stress is a result of “existential anxiety” related to the final qualification work and future employment issues.

Correlation between emotional stability and academic achievement. During the research, the relationship between emotional stability indicators and students’ Grade Point Average (GPA) was calculated using the Pearson correlation coefficient. A positive correlation was identified between emotional stability and educational efficiency. Students with high emotional stability can effectively manage cognitive functions (memory, attention, logical thinking) during exam sessions. Conversely, it was found that students with a high level of emotional lability (instability) experience an “intellectual blockade” in stressful situations, leading to lower results despite having a high level of knowledge.

Psychological determinants of stress resistance
An analysis of the coping strategies (overcoming mechanisms) used by respondents revealed the following:

Constructive strategy (62%): Planned problem solving, seeking social support.

Non-constructive strategy (38%): Avoiding responsibility, suppressing emotions, or aggression. The research results indicate that simply providing knowledge is not enough to develop emotional stability in students; it is also necessary to form the quality of psychological resilience (flexibility). Following training sessions conducted on developing emotional intelligence, a decrease in the anxiety level of subjects by an average of 18% was observed.

CONCLUSION
The theoretical analysis and empirical research results allow for the following scientific conclusions regarding the psychological characteristics of stress and emotional stability in students: It was determined that the level of stress in students has a variable character according to the stages of the educational process. Adaptive stress dominates in the 1st year, while professional anxiety prevails in the 4th year. This indicates the necessity of introducing a differentiated psychological support system for each stage in higher education institutions. Research results proved a direct positive correlation between emotional stability and academic achievement. Emotional stability serves as a “filter” for students to fully manifest their intellectual potential during stressful situations (exams, colloquiums).

Constructive coping strategies (problem analysis, time management) used by students emerged as the main determinants strengthening emotional stability. Non-constructive strategies (avoiding the situation) were confirmed to lead to chronic stress and psychosomatic disorders.

Recommendations 

Incorporating special training modules aimed at developing students’ emotional intelligence into the curriculum.

Establishing systematic activities of psychological counseling centers at universities to form self-regulation skills in students. Considering the psychophysiological capabilities of students when optimizing academic workloads. The scientific novelty of the research lies in revealing the mechanisms of emotional stability’s influence on cognitive functions in overcoming crisis situations during the student years. These results serve to enrich the theoretical foundation in the fields of pedagogical and developmental psychology. 

REFERENCES 

1. Mirziyoyeva.S.SH (2024). Talabalar shaxsida emotsional intellektni rivojlantirishning psixologik mexanizmlari. Toshkent: “Fan va texnologiyalar” nashriyoti. 
2. G’oziyev.E.E. (2010). Umumiy psixologiya. Toshkent: Universitet nashriyoti. 
3. Lazarus.R S.  Folkman, S.  (2021).  Stress, Appraisal, and Coping: Modern Perspectives. New York: Springer Publishing Company. 
4. Boymurodov. N. (2023).  Amaliy psixologiya: Talabalar va yoshlar bilan ishlash metodikasi. Toshkent: Yangi asr avlodi. 
5. Smith. J. Johnson. K.  (2025).  Emotional Stability and Academic Success in Higher Education: A Longitudinal Study. Journal of Educational Psychology, 117(2), 45-62. Google Scholar orqali ko’rish. 
6. Karimova, V. M. (2022).  Ijtimoiy psixologiya va muloqot tizimidagi stress omillari. O’zbekiston Milliy universiteti ilmiy axborotnomasi.  
7. Bar-On, R. (2023). The Impact of Emotional Intelligence on Stress Management. Educational Research Review, 18(4). 

Plea

I have nothing to say to the dead

for they are evidence of my broken prayer.

God, I have nothing to say to these broken-winged birds

for they are evidence of the fear stitched 

into the fabric of my existence.

But Lord, I have come to the threshold of my doubt,

let me not be barren of your mercy. 

Let the dawn of my grief not break 

for I am a fragile vessel holding a breath.

If I am lucky to survive my morning, 

let the sun scorch away every hatred I hold in my heart 

for my neighbor. When the curtain of the night falls, 

may my couch not mock me of loneliness.

I have known pain, and a bit of betrayal. Yes. 

Caress this sinking heart with the finger of love. 

Lord, are you listening? Let me not tread

on the knife-edge of anger and burn this little joy 

I own. Let my ignorance grow a wild patience 

to know your will. Send me a sign.

Maybe a dove perching on the hill of my weariness. 

Speak a word, Lord, to the bones of my dead faith 

& let them breathe again, like Lazarus. Amen.

Sarah Adeyemo, SWAN IX, is a Nigerian poet, editor, writer, and spoken word artiste. The debut author of The Shape of Silence, a micro chapbook. She draws inspiration from solitude and experiences. She is a fellow of the SprinNG Writing Fellowship. Sarah has published/forthcoming work on Pepper Coast Magazine, The Weeds Review, Akpata Magazine, The Shallow Tales Review, The Muse Journal, The Weganda Review, Everscribe Magazine, Afrillhill Press, TV-63 Magazine, Poems for Persons Interest, Northern Writers Forum Journal, Eboquills, Rinna Lit. Anthologies, and elsewhere.

Electric Silence

have you ever been in a space

where it is so quiet

that you experience

electric silence

as your ears rest

you feel the natural electrical currents

running through you

connecting you to mother earth

if you relax enough

you can feel each tiny vibration

in a soothing sensation

rippling through your nerves

caressing all your curves

making you swerve

in an intricate motion

electric silence

deafening

yet soothing

My Special Place

I want to hug the palms

because their leaves

feel like pliable arms

able to hold me close

let me caress the bougainvillea

even with their rounded edge needles

the beauty outweighs

any worries of pain

but the flora that excites me the most

is the cocoplum

darkly beautiful

carrying a special tasty magic

I smell the sweetness while

basking in the uniqueness

tasting the tropical treats

while sitting by the pond

filled with lily pads
—

this fragile nightmare

fifty years into this

fragile nightmare

an old bottle of whiskey

hidden under some

dirty clothes

another lost girlfriend

texting madly on the

phone

not accepting that

everything comes

to an end

and here i thought

eventually, shit gets

better

maturity comes about

they don’t explain to you

when you’re younger that

money plays a much larger

role

i suppose they don’t want

you dying until you make

someone else a rich fuck

$11 at the grocery store

supposed to snow like

the end is near this

weekend

i’ll make a sandwich and

watch the snow as i slowly

drink the hours away with

some gin

———————————————————————-

your turn to talk

the muse called from germany

at three in the morning my

time and needed to talk

this is what happens when

you learn to listen and not

just wait for your turn to

talk

she told me she loved me

at the end of the call

i told her i love her as well

we both know it doesn’t

mean what it could have

twenty years ago

but time has brought

a different place at

least

put on an old morphine

record and think about

when you were cool

nothing but laughter

i often wonder when it

all turned to shit

was it when the cocaine

went bad or the music

stopped selling or when

the women stopped liking

the dirty jokes

loneliness does have some

perks

dinner doesn’t cost as much

———————————————————–

happy birthday

i put it out into the

universe that i didn’t

want to be alone on

my 50th birthday

the universe responded

and told me to go fuck

myself

there has to be some

point where i no longer

have to chase shadows

where the mountains

will relent and allow

me to breathe

i am also sadly aware

that the opposite is also

happening at the same

time

if life is a series of choices

how many fucking times

can you lose before the

walls break and all hell

is about

apparently, i’m stuck

fucking testing the limits

and here my grandmother

thought i was going to be

president one day

———————————————————-

everything is the next one

winter storm coming

the sad neon blinking

across the valley

between the ice and snow,

the stores were running

out of everything

this is what we do

since the pandemic

everything is the next

one

sadly, they are hardly

ever right

the worrying fuckers

and the ones on tv

doing the weather

having remembered

what it was like before

everything got fucked

we’ll get some snow,

the plows will get out,

life moves on

there was a big ass

blizzard when i was

an infant

i have no memories

of it

but i do remember

a cold stretch when

i had just started

working at the

airport

nothing like driving

equipment at -40

degrees

————————————————————–

find god

the simpler times cling

to me like a ragged old

shirt

chasing pussy was fucking

easier when it didn’t hurt

to walk a few miles

time doesn’t heal shit

liquor doesn’t either

i have a collection of bent

spoons that would like to

have the floor to talk about

a few things

and there is always some

young beauty that will tell

me to find god

i kindly ask when was the

last time you were told to

go fuck yourself

when she gets offended

i know i just gave her

the first lesson of life

but this generation doesn’t

know shit about minding

your own business

so alas, it is fucking useless

i’m sure the next one will

be laced

hopefully

J.J. Campbell (1976 – ?) is old enough to know better. He’s been widely published over the last 30 years, most recently at The Rye Whiskey Review, Night Owl Narrative, Disturb the Universe Magazine, Crossroads Magazine and The Beatnik Cowboy. J.J. is a 3 time Best of The Net nominee and a two time Pushcart Prize nominee. You can find more info on his latest book, to live your dreams, by going here: https://www.goodreads.com/book/show/245883678-to-live-your-dreams

Winter’s Edge

raw bonito 

the chef’s knife trembles 

with last year’s debt 

a helping hand

on the slippery slopes

winter mountain

frostbites

her withered hands

warms his

waiting alone—

good company around

the winter fountain

Lincoln Park Assault

Aliicia Menendez stood on the corner, near the ivy-covered mansion designed by James Nagle; she was waiting for her bus. She casually glanced down North Burling Street and noticed a gang of men staring at her. There were at least a dozen. Alicia did a double take. They were done up in military gear and their face coverings and gasmasks gave them the aspect of a swarm of six foot, 200-lb. insects. One of them pointed at her. They all wore coats emblazed across the back with ICE.

Uneasy, she began to drift from the bus stop. She looked again and they were moving, en masse, in her direction. Dropping her packages and clutching her purse, she took flight, in the direction of the intersection of West Armitage Avenue and North Halsted Street. She was wearing low heels and couldn’t make good time.

She fled for about half a city block before the big bugs caught up with her. Someone reached out and grabbed her arm, twisted it behind her back. Alicia cried out in pain.

“Get her ass on the ground,” one man barked gruffly and she was thrown to the pavement. Her hose shredded, her skirt tore. Her other arm was twisted behind her and twist ties affixed about her wrists.

“I got her purse,” said one of the men, turning up her handbag. “Alicia Menendez,” he muttered aloud. “She ain’t from Chicago.”

“Okay, Alicia Menendez,” purred a man, mocking her, “where’s you effing green card. Where are your documents, Beaner? You ain’t got ’em, do you?” he asked smartly.”

“I’m a citizen,” she wailed shrilly, then began to sob.

By this time, a crowd had begun to gather: Hispanics, Anglos, African Americans, a mixed-bag. They began to edge closer.

“Stand the fuck back!” shouted the presumptive leader. “This is official ICE business. You got no business here. Disperse or be detained.”

“You got a warrant?” asked a high-pitched voice. A woman. The crowd began rumbling angrily. The thugs of ICE looked uneasy.

“Like this lady said,” said a dark-suited man, “do you have a warrant?”

“What the hell are you?” asked the leader of ICE. “A goddamn lawyer?”

“I’m an immigration attorney,” replied the other man.

“This is a perfectly legal warrantless arrest, Esquire,” said the man bitingly. “You just carry your ass on out of here, while you can still walk.”

“What’s your reasonable suspicion?” asked the lawyer. “Warrantless arrests are only valid with probable cause or its equivalent.”

“She ran,” pointed out the head thug heavily.

“Because you ran after her,” the lawyer reminded her.

“If she wasn’t guilty, then why did she run?” ask the man, boldly putting his foot on the back of the prone Alicia.

“You men are all strangers to her. You’re heavily armed. You’re wearing masks. I saw the whole thing. You didn’t identify yourself as agents.”

Before the man could respond, one of his minions said, “Eh, Mike, this lady is a U.S. citizen.”

“Huh? And how do you know that?”

“Passport,” replied the other man, holding it out for Mike’s inspection.

Without another word, Mike bent and cut Alicia’s bonds. Then, as if on cue, two black SUVs rumbled up and, still without a word, the men climbed aboard. The vehicles sped away.

The attorney knelt and helped Alicia to her feet. “Anything I can do for you, ma’am?” he asked kindly.

“Wh…what happened?” she asked in a bewildered voice. “I’m a stranger to Chicago,” she explained. “I’m from Milwaukee.”

Ozod Sharafiddinov’s School of Translation: His Contribution to Introducing World Literature to the Uzbek Reader

This article provides a scholarly analysis of the translation school of the Uzbek literary critic and intellectual Ozod Sharafiddinov, his activities in introducing world literature to the Uzbek readership, and his contribution to translation theory. The study examines Sharafiddinov’s theoretical views on the translation process, his aesthetic criteria in literary translation, and his role in forming a school for young translators. The research concludes that the spiritual and cultural foundation he created in the field of translation became an important factor in the development of Uzbek literary thought.

Keywords:

Ozod Sharafiddinov, school of translation, world literature, Uzbek reader, literary translation, translation theory, literary criticism, spiritual heritage.

Introduction

Ozod Sharafiddinov is one of the prominent figures of the Uzbek literary process of the twentieth century, and the field of translation occupies a special place in his scholarly and creative activity. He interpreted translation as a creative process that enriches national spirituality, broadens the reader’s worldview, and develops literary thinking. Sharafiddinov was an intellectual who made a significant contribution to conveying progressive ideas from world literature to the Uzbek reader and to shaping modern artistic consciousness.

Sharafiddinov described translation as “the most complex form of literary creativity.” He emphasized the responsibility of the translator, stressing the necessity of fully understanding the spirit of the original text, the author’s individual style, and the artistic essence of the work during the translation process. His views served as a theoretical foundation for the formation of the Uzbek school of translation.

In his articles and lectures, he stated that a translator must possess a broad worldview, a high level of cultural awareness, and sufficient knowledge of literary history. Thus, Sharafiddinov aimed to enrich Uzbek literary thinking by elevating the culture of translation.

Sharafiddinov’s research on world literature enabled him to introduce new artistic ideas and styles to the Uzbek reader. He conducted in-depth analyses of the works of writers such as Hemingway, Dostoevsky, Tolstoy, Aitmatov, and Camus, and incorporated their works into the Uzbek literary environment on a scholarly basis.

Sharafiddinov’s commentaries on world literature:

familiarized readers with the international literary process,

explained new aesthetic and ideological movements,

interpreted trends such as existentialism and modernism.

In this way, he created opportunities for the Uzbek reader to comprehend and accept schools of world literature.

Sharafiddinov is distinguished by his scientific approach to translation. His main principles can be summarized as follows:

a) Preservation of the author’s spirit

He emphasized that a translator should transfer not merely the text, but the spirit of the original.

b) Aesthetic responsibility

The translator’s task is to ensure that the translated text in Uzbek is also artistically perfect.

c) Harmony of language and style

Sharafiddinov urged translators to have a deep knowledge of both the source language and Uzbek literary language.

d) The role of a cultural bridge

He regarded translation as a means of connecting two cultures.

Throughout his editorial career, Sharafiddinov worked with many young translators, edited their manuscripts, and provided scholarly and creative guidance. He established a school in the following areas:

Enhancing the cultural level of translators,

Developing mastery of literary language,

Demanding strict adherence to artistic criteria,

Presenting translation as a creative process.

In this sense, he can be regarded as an intellectual who laid the foundation of the Uzbek school of translation and secured a lasting place in history.

Ozod Sharafiddinov’s scholarly and practical activities in the field of translation are of invaluable importance to the development of Uzbek literature. By introducing world literature to the Uzbek reader, he expanded the spiritual horizons of national literature. His views on translation theory remain relevant today and serve as an important methodological source for contemporary translators.

The school of translation established by Sharafiddinov is recognized as a scholarly school that initiated a new stage in Uzbek literary thought.

References

Sharafiddinov, O. Literary Thought.

Sharafiddinov, O. Selected Works.

Sultanov, Q. The History of the Uzbek School of Translation.

Yuldashev, Q. Uzbek Literary Criticism of the Twentieth Century.

Rasulov, A. Fundamentals of Translation Theory.

Madina Mamasaidova

University of Journalism and Mass Communications of Uzbekistan.