CAUSES OF SUICIDE ATTEMPTS AMONG YOUNG PEOPLE ON SOCIAL NETWORKS AND METHODS OF PREVENTION

Dilshoda Nodirovna Nurboboyeva

3rd Year Student, Psychology Department Turon University 

Abstract: Social networks have a profound influence on the mental health of young people, sometimes precipitating suicide attempts. Key causes include cyberbullying, social isolation, harmful social comparison, and exposure to suicidal content. This article explores these factors in detail and discusses effective prevention methods such as digital literacy education, mental health support integration, algorithmic content moderation, and peer support systems to mitigate risks and promote psychological resilience in adolescents

Keywords: Social networks, suicide attempts, youth mental health, cyberbullying, social isolation, social comparison, suicidal content, digital literacy, prevention methods, peer support, algorithmic moderation, emotional resilience, online harassment, adolescent psychology, mental health resources.

In recent years, the profound impact of social media on the lives of young people, as well as on their psychological health and social interactions, has been steadily increasing. Platforms such as Instagram, TikTok, and Facebook have enabled youth to express themselves, maintain connections with friends, and access information, yet they have also introduced new risk factors. Specifically, cyberbullying, social comparison, feelings of loneliness, and the spread of suicide-related content are contributing to a rise in depression, anxiety, and suicide attempts among young people. For example, studies conducted in the United States show that young individuals who experience cyberbullying are four times more likely to have suicidal thoughts and attempts (National Institutes of Health, NIH). 

At the same time, social media can also play an important role in supporting the mental health of youth. Online mental health resources, supportive peer networks, and algorithmic monitoring tools for early identification of at-risk individuals can effectively strengthen the psychological resilience of young people. 

The primary objective of this article is to thoroughly investigate the impact of social media on suicide attempts among youth and to identify the main factors involved in this process. Additionally, it aims to develop effective prevention strategies focused on limiting the spread of harmful content on social media, supporting the psychological well-being of young people, and enabling early detection of individuals at risk. 

To achieve this objective, the following tasks have been outlined: 

1. To analyze the effects of cyberbullying, feelings of loneliness, and suicide-related content on the mental health of young people on social media. 

2. To develop prevention strategies aimed at curbing the dissemination of harmful content on social media and supporting the psychological health of youth. 

3. To establish systems for early identification and assistance for individuals at risk. 

This article proposes evidence-based scientific approaches aimed at preventing suicide attempts among young people and improving their psychological well-being.

The influence of social media on adolescent psychological development represents a multifaceted and rapidly evolving domain within contemporary mental health research. Social media platforms such as Instagram, TikTok, and Facebook have become embedded within the social fabric of youth culture, profoundly affecting identity formation, emotional regulation, and social interaction. According to Social Comparison Theory, the pervasive exposure to curated and idealized representations of peers lives intensifies self-evaluative processes, often exacerbating feelings of inadequacy, low self-esteem, and depressive symptoms. 

This psychosocial dynamic is further complicated by phenomena such as the Fear of Missing Out (FOMO), which heightens anxiety and emotional distress by perpetuating the perception of social exclusion or lesser personal fulfillment. Empirical evidence robustly links these psychological stressors to increased vulnerability to suicidal ideation and attempts among young people. For instance, research conducted by the National Institutes of Health (NIH) reveals that adolescents subjected to cyberbullying exhibit more than a fourfold increase in the likelihood of suicidal thoughts and behaviors compared to non-victimized peers. These findings are corroborated by meta-analytical reviews indicating a significant correlation between online harassment and self-harm tendencies. 

Beyond cyberbullying, recent longitudinal studies underscore the predictive significance of digital addiction symptoms manifested through compulsive social media engagement and excessive screen time in forecasting suicidal behavior. Notably, it is not merely the quantity of screen exposure but the qualitative aspects of addictive use, such as emotional dysregulation and functional impairment, that critically elevate suicide risk. Such insights necessitate the implementation of comprehensive, evidence-based intervention strategies encompassing digital literacy education, parental mediation, platform accountability, and accessible mental health services.

 Digital literacy programs aim to enhance adolescents’ critical awareness of online content and its psychological impact, thereby fostering resilience against harmful social comparison and cyberbullying. Parental involvement is essential in establishing boundaries and supporting healthy digital habits. Concurrently, social media companies must enhance content moderation protocols to limit exposure to suicide-related and harmful material, utilizing algorithmic detection and user-reporting mechanisms. Finally, integrating mental health resources within digital environments can provide timely support for at-risk youth, potentially curtailing the progression from ideation to suicidal behavior.

Projecting into the near future, it is anticipated that these multifactorial approaches, augmented by advances in artificial intelligence and machine learning for early detection of distress signals, will substantially mitigate the deleterious effects of social media on adolescent mental health. Consequently, this synthesis of theoretical frameworks, empirical data, and practical interventions forms a critical foundation for understanding and addressing the complex relationship between social media use and suicide risk among young people.

The intersection of social media use and suicidal behavior among adolescents can be critically examined through several psychological and sociological theories that elucidate underlying mechanisms contributing to vulnerability. One of the foundational frameworks is Festingers Social Comparison Theory (1954), which posits that individuals inherently evaluate themselves by comparing with others to establish self-worth and identity. 

In the context of social media, this process becomes amplified due to the omnipresence of idealized, often curated representations of peers’ lives, resulting in maladaptive upward comparisons that precipitate lowered self-esteem, depressive symptoms, and feelings of inadequacy (Vogel et al., 2014). Empirical studies confirm that adolescents engaging in frequent social comparison on platforms like Instagram report elevated levels of anxiety and depressive affect, both established precursors of suicidal ideation (Appel et al., 2016).

Complementing this is the Interpersonal Theory of Suicide (Joiner, 2005), which identifies two primary psychological states driving suicidal desire: perceived burdensomeness and thwarted belongingness. Social media can exacerbate these states through cyberbullying and social exclusion, which diminish feelings of social connectedness and increase loneliness, thereby intensifying suicidal risk (Van Orden et al., 2010). Data from longitudinal studies reinforce this association, revealing that adolescents experiencing online harassment exhibit significant increases in suicidal ideation over time (Hamm et al., 2015).

Another relevant framework is the Cognitive-Behavioral Model of Problematic Internet Use (Davis, 2001), which explains addictive patterns in social media engagement. This model theorizes that maladaptive cognitions such as beliefs about the necessity of online validation lead to compulsive use that interferes with daily functioning and emotional regulation. A growing body of evidence demonstrates that such addictive use patterns predict heightened emotional distress and suicidality in youth (Moreno et al., 2011; Hawes et al., 2022). Notably, recent research differentiates between mere screen time and addictive behaviors, highlighting that it is the latter’s interference with psychosocial functioning that serves as a more robust predictor of suicidal tendencies (Twenge & Campbell, 2018).

From a sociological perspective, the Routine Activity Theory offers insights into the situational factors facilitating exposure to harmful content and cyberbullying. This theory suggests that the convergence of motivated offenders (cyberbullies), suitable targets (vulnerable youth), and the absence of capable guardians (insufficient moderation and supervision) creates an environment conducive to victimization (Cohen & Felson, 1979). The lack of adequate content regulation and digital literacy exacerbates youths exposure to suicide-related content, which empirical data link to contagion effects and normalization of suicidal behavior (Niederkrotenthaler et al., 2012).

Looking forward, the integration of these theories suggests a complex biopsychosocial model wherein individual vulnerabilities, cognitive distortions, and environmental risk factors converge synergistically to influence suicidal behavior in adolescents engaged in social media. Predictive models incorporating machine learning algorithms applied to digital footprints show promise in early detection of at-risk youth by identifying markers consistent with these theoretical constructs (Reid et al., 2023). This underscores the imperative for multidisciplinary prevention strategies combining psychological interventions, digital literacy enhancement, and platform-level policy reforms to mitigate the burgeoning public health challenge

n conclusion, the intricate relationship between social media use and suicide attempts among adolescents is mediated by a confluence of psychological, cognitive, and sociocultural factors. Empirical evidence elucidates that exposure to cyberbullying, maladaptive social comparisons, addictive engagement, and suicide-related content collectively exacerbate mental health vulnerabilities, precipitating suicidal ideation and attempts. Theoretical frameworks such as Social Comparison Theory, the Interpersonal Theory of Suicide, and the Cognitive-Behavioral Model of Problematic Internet Use provide a robust explanatory scaffold for understanding these dynamics. Notably, the amplification of risk is facilitated by insufficient digital literacy, inadequate content moderation, and the absence of effective psychosocial support systems within digital environments.

Forecasting the trajectory of this public health issue, it is anticipated that without comprehensive interventions, suicide attempts linked to social media will continue to rise concomitantly with increased digital engagement among youth populations. However, advances in predictive analytics utilizing artificial intelligence and machine learning hold promise for early identification of at-risk individuals through real-time monitoring of online behaviors and linguistic markers. This technological evolution must be integrated thoughtfully within ethical frameworks to safeguard privacy while maximizing preventive potential.

Based on the synthesis of current literature and data, several critical recommendations emerge. First, multidisciplinary prevention programs should be implemented, incorporating digital literacy education aimed at fostering resilience to negative social comparison and enhancing critical engagement with online content. Second, parental and educational stakeholder involvement is imperative to establish balanced digital consumption and to facilitate open dialogues about mental health risks associated with social media. 

Third, social media platforms bear a significant responsibility to enhance algorithmic content moderation, proactively removing harmful and suicide-related materials, and promoting supportive, prosocial content. Fourth, accessible, youth-friendly mental health resources embedded within digital platforms should be expanded, enabling timely interventions. Finally, policymakers must prioritize the development of regulatory frameworks that hold digital platforms accountable for mitigating harms and safeguarding adolescent mental health.

In summation, addressing the multifactorial impact of social media on adolescent suicide attempts demands an integrative approach combining psychological theory, empirical research, technological innovation, and policy action. Such a holistic paradigm will be indispensable for reducing suicide rates, improving mental health outcomes, and fostering a safer digital ecosystem for future generations.

REFERENCES.

1. Шукурова С. О. Цифровые эхо: влияние социальных сетей на суицидальные мысли и профилактику среди молодежи // American Journal of Language, Literacy and Learning in STEM Education. 2023. 

2. Боймуродова Ф. З., Норбекова Б. Ш. Влияние социальных сетей на психическое здоровье подростков // Узбекский журнал исследований. 2023. 

3. Полванова Д. Т. Анализ факторов, способствующих распространению угроз кибербуллинга // Журнал социальных наук и фундаментальных исследований. 2025. 

4. Набибуллаева Х. З. Зависимость от социальных сетей у молодежи: проблемное использование и проблемы с образом тела // Журнал научно-инновационных исследований Узбекистана. 2023. 

5. Мори Ю. Связь между буллингом и попытками суицида среди подростков: международное исследование // Университет Турку. 2024. 

6. Вей Ч. Ю., Мукерджи С. Здоровье и поведение, связанные с повышенным риском суицидальных попыток среди подростков: кросс-секционное исследование // arXiv. 2020. 

7. Ренджит Ш., Абрахам А., Джиоти С. Б., Чандран Л., Томсон Дж. Глубокое обучение для выявления суицидальных мыслей в сообщениях в социальных сетях // arXiv. 2021. 

8. Ши Л., Чжан С. Анализ факторов, способствующих распространению угроз кибербуллинга среди подростков // Журнал социальных наук и фундаментальных исследований. 2020

Nurboboyeva Dilshoda born on March 4, 2005, in Shurchi village, Shahrisabz district, Kashkadarya region, is one of Uzbekistan’s bright young minds who has devoted her early years to the pursuit of knowledge and human understanding. From childhood, she has been deeply passionate about learning, psychology, and the science of the human soul.

In 2023, she was admitted to Turon University in Karshi city, majoring in Psychology, and currently continues her studies as a third-year student. Throughout her academic journey, Dilshoda has shown exceptional dedication not only in mastering her field but also in inspiring and leading others.

As the leader of the “Future Leaders” initiative, she has worked to foster a spirit of unity, motivation, and academic excellence among students. Her leadership is defined by empathy, creativity, and the ability to bring people together toward shared goals.

Dilshoda’s scientific research has already earned recognition. She has authored and published around ten academic papers in respected journals such as “Science, Education and Research,” “Prospects of Science,” and “Journal Pedagogs.” In addition, she has participated in several scientific and practical conferences, including “Young Jadids” and “Future Scientists,” where she shared her research findings and innovative ideas. She is also the recipient of multiple international certificates for her academic and leadership achievements.

Her technical proficiency includes digital literacy, analytical research, presentation design, and effective work on online platforms — skills that support her modern, research-oriented approach to psychology.

For Dilshoda, psychology is more than a profession — it is a calling. She believes that a true psychologist helps people overcome emotional struggles, develop confidence, and restore inner harmony. Her mission is to study the human psyche deeply and to contribute to building a society with stronger mental well-being and positive thinking among youth.

In the future, she aspires to become a qualified psychologist and educator, continue her scientific research, and share her knowledge through teaching and practical work in the field of psychology. Dilshoda aims to be a role model for young researchers and an advocate for mental health awareness.

Her life philosophy beautifully reflects her dedication to learning and morality:

“Study so hard that I have no strength left to sin.”

Ecstatic Vibrations, Totally Transcendent 

for the 2mm hole in reality

In stroll gothic lesbian canoe builders 

or something coming to 

rehallow this abandoned church 

with its boarded walls.

they are painted green and their leather is rotting.

we inhale their fresh buzz cut

cuttings and the song is made.

Everyone is breathing harder.

And my bladder. My bladder is aching.

but the song is shifting

to moans wails and cries and

Whale cries wuh wuh wuh. yeah!

of a delighted crowd.

the fruity realtor says to all of us

we’d never know the 90’s.

this incites the panic,

but we are cool! so I tamp the earth

with my questions. hardcore!

thud thud thud.

We will now be like soggy

cardboard! we don’t need   bones now!

the dance is wet and red

so grooving it we slip and slide and groan!

fall and break our limbs

so I scream oh!

oh joy  I am having fun!

being just alike

and how we are having fun. eggs! rotten eggs!

We are dancing zombies

killed at the party

killed at the party

killed at the party

but zombies are fun! So So

    so dance!

THE ROLE OF COGNATES IN LINGUISTICS: COGNATES IN ENGLISH AND UZBEK LANGUAGES

Khasanova Azizabonu

Uzbek State University of World Languages

Email: xasanovaazizakhon06@gmail.com

Abstract

Cognates play a very crucial role in every language’s linguistics. Therefore, when we want to learn some languages or compare ours to other languages we definitely come across them during our learning journey. The concept of cognates can be found in nearly all languages, since languages are interrelated and, in many instances, words are transferred or adapted from one language to another, resulting in the emergence of cognates.

Keywords: Modern information technologies, interactive learning, e-learning, digital transformation, education quality.

If the history of cognate is discussed, etymology dictionaries trace present-day words to the oldest forms available, establish their primary meanings and give the parent form reconstructed by means of the comparative-historical method. In case of borrowings they point out the immediate source of borrowing, its origin, and parallel forms in cognate languages.

1. Cognate awareness One method of building vocabulary among English-language learners whose language share capitalize on students’ first-language knowledge (August et al.2005). Cognates are words in two languages that share a similar spelling, pronunciation, and meaning. Students often can draw on their knowledge of words in their native language to figure out the meanings of cognates in English. Because of their common Latin and Greek roots, as well as the close connections between English and the Romance languages, English and Spanish share a large number of cognate pairs. Not only in Romance or English languages but also in Uzbek we can see some cognates

2. Cognates in English and Uzbek  languages          ENGLISH                UZBEK      EXPLANATION Radio    Radio Same form, same meaning. Taxi     Taxi Similar pronunciation  and meaning. Doctor     Doctor Similar pronunciation and same meaning .Video Video Same pronunciation and same meaning. Virus Virus same form, different pronunciation. Bank Bank Same form, same meaning Hacker Haker Slightly different form, same meaning (loanword from same root) Menu Menyu Different form, same pronunciation and meaning. Mini Mini Same form and meaning. Idea Ideya Different pronunciation, same meaning. Season Sezon Slightly different pronunciation, same meaning Zebra Zebra Same form, same meaning. Cobra Kobra Same form, same meaning. Museum Muzey Different pronunciation, same meaning.

Types of cognates in English language: Actually the main types of cognates are true cognates, near-perfect cognates and false cognates. In true cognates have a identical spelling and similar meaning, but in perfect cognates have slightly different spelling but similar meaning, in false cognates have similar spelling but different meaning. Some classifications also include accidental cognates (which are words that are similar by chance), and partial cognates (which are may share a root not all affixes.

Conclusion To sum up the findings, it is clear that English and Uzbek share many type of cognates that reflect cultural and linguistic exchange. Words such as radio, computer, virus ,taxi demonstrates how global communication and scientific progress have influenced modern vocabulary.

References1.R.S.Ginzburg.A modern course in modern English lexicology.2.Agniezska Otwinowska. Cognate vocabulary in language acquisition and Use. 3. https://semantjournals.org/index.php/AJBP. 4.Cognate in foreign language learning: A cognitive and Linguodidactic perspective  by  Natalia Oberste-Berghaus(2025) 5.uz.wikipedia.uz

Azizabonu Xasanova was born on November 22,2006 in Buloqboshi district, Andijan region. From 2013 to 2024, she studied at School No.43 specialized for English and Mathematics.She has achieved remarkable success in her studies and extracurricular activities. In 2022, she won a competition organized by the Muloqot channel, as a result of which her CEFR exam will be fully funded by the government.As a result, she successfully earned a B2 level certificate with a score of 58 points.

Currently, she is continuing her bachelor’s degree at the Uzbekistan State World Languages of University, majoring in English Philology. She participate in regularly in some projects like University Pride, Kitoblarim Yuzi and others. As a second year student She has successfully transitioned from a self-funded (contract) student to receiving a 50% university grant this year. This achievement not only reflects her academic excellence but also provides her with significant financial support to continue her studies more comfortably.

Azizabonu Xasanova is an enthusiastic student with a deep interest in languages and cultural communication.

An Analysis of the Interrelationship Between Human Psychology and the Process of Language Learning                                                                                      

G`afforova Hadichaxon Abduhamid qizi  –  student of English philology faculty of Uzbekistan  State World Language University                                                                                      

E-mail: gafforovaxadicha5@gmail.com

Annotation: The article provides information about the connection between learning foreign languages and human psychology, and recommends principles to effectively leverage the interplay between these two factors. It highlights experts’ opinions on the integral connection between the language and the psyche. Additionally, it discusses the psychological challenges encountered during the process of improving language proficiency and exploring their underlying causes. The organic connection between language learning and human psychology is such that progress in one area can significantly impact the other, leading to either mutual development or stagnation. As they are inseparable, this fundamental principle should be emphasized in any linguistics curriculum. The purpose of this article is to demonstrate to young learners that high levels of language proficiency are achievable with a healthy mindset. It aims to reframe language learning not merely as the study of grammatical rules, but as an engaging and enjoyable pursuit. 

Introduction: Learning a foreign language is one of the most fascinating and challenging processes in human education. It goes far beyond the simple memorization of words and grammar rules. In fact, language learning is a deeply psychological process, involving emotions, motivation, attitudes, memory, personality, and social interaction. Every learner brings unique psychological characteristics to the classroom and these differences often determine success or failure more than intellectual ability alone. In recent decades, linguists and psychologists have increasingly worked together to understand how mental and emotional factors influence the ability to learn languages.

According to research by Gardner and Lambert (1972), psychological variables such as motivation and attitude play a more significant role than linguistic attitude in predicting achievement. Furthermore, modern statistics support this view: studies show that over 60% of learners who maintain strong motivation and confidence during  a year-long language course achieve fluency faster than those with similar intellectual abilities , but lower psychological readiness .In this article, I will explain how psychology influences language learning, the major psychological factors involved, the common problems learners face, and practical solutions to overcome these barriers. Understanding the role of psychology allows both teachers and learners to approach language acquisition more effectively and with greater emotional balance. Among all psychological factors, motivation is often described as the most powerful predictor of success. A motivated student studies longer, practices more often, and shows greater persistence in the face of difficulty.

Psychologists differentiate between intrinsic motivation—which comes from genuine interest and personal satisfaction—and extrinsic motivation, which is driven by external rewards like grades or job opportunities. For example, a learner who studies English because they want to travel or communicate with people worldwide is more likely to stay committed than one who learns it only to pass an exam. A 2020 study by the British Council found that 72% of high-achieving language learners reported strong intrinsic motivation as their main reason for success.  Many students lose motivation after the initial excitement fades, especially when they face grammar challenges or slow progress. Teachers and learners can set small, achievable goals, such as learning 10 new words per day or completing one short conversation each week. Celebrating small victories keeps motivation alive. Attitude towards the target language and its culture is another vital factor. Learners who respect and value the culture of the language they study are more open to new theories, pronunciation, and communication styles. In contrast, negative attitudes — such as believing a language is “too difficult” or “useless” — create emotional resistance.

Research by Dörnyei (2005) indicates that a positive cultural attitude increases learning efficiency by nearly 40% because it helps students engage more deeply with real-life materials like music, movies, and conversations. When balancing language learning with psychology human beings can face several problems. For instance, many learners view language as an academic subject rather than a living form of culture. This limits emotional connection. To address this problem  exposure to cultural content — films, songs, literature  or interactions with native speakers — develops empathy and cultural curiosity, which in turn improve learning motivation and understanding.

Language anxiety is one of the biggest psychological barriers. Many learners feel nervous, shy, or afraid of making mistakes when speaking a foreign language. This fear can block memory recall and reduce performance. For example,  Horwitz (1986) described language anxiety as a “specific situational fear” that negatively affects communication. Surveys show that around 40–50% of language learners experience moderate to high levels of speaking anxiety, especially during oral exams or public speaking. High anxiety levels lead to avoidance of practice, slower progress, and lower self-esteem.

Another major problem is that students often believe that mistakes mean failure, which prevents them from taking risks and communicating freely. To solve this issue, creating a supportive and non-judgmental environment is essential. Teachers should praise effort, not just accuracy, and students should view mistakes as natural steps in learning. Relaxation techniques such as deep breathing or mindfulness can also reduce stress before speaking tasks. Each learner’s personality affects how they approach learning. Extroverts usually perform better in speaking and listening because they enjoy interaction, while introverts often excel in writing and reading since they prefer reflection and concentration. However, personality does not determine success; it only shapes the learning path. I think both extroverted and introverted learners can achieve fluency if they use strategies that fit their character. In addition to this, learners may feel pressured to behave differently from their natural style — for instance, introverts being forced to speak constantly in class. In order to address this problem teachers should apply differentiated teaching methods — offering both group discussions for extroverts and reflective writing for introverts.

Understanding one’s own learning style helps learners study more comfortably and effectively. Beyond these personal learning styles, successful language acquisition also relies on core cognitive functions, with memory being the most fundamental. Language learning heavily depends on memory — the ability to store, organize, and recall vocabulary, grammar, and pronunciation patterns. According to cognitive psychology, memory works best through association and repetition. For instance, learners remember words better when they connect them to personal experiences, images, or emotions. A 2019 study from Cambridge University showed that students who used emotional association techniques remembered 35% more vocabulary after two weeks than those who relied on rote memorization.  Many learners forget new words quickly or cannot use them in context. Applying spaced repetition systems (SRS), using flashcards, and practicing words in meaningful sentences helps transfer knowledge from short-term to long-term memory. Teachers can also encourage learners to apply new words immediately in writing or conversation to reinforce memory connection.

However, memory does not operate in a vacuum. Its effectiveness is deeply intertwined with our emotional state, which can either enhance or hinder our ability to learn.  Emotions directly influence how the brain processes new information. When students feel relaxed, curious, or happy, their cognitive performance improves significantly. Positive emotions increase dopamine levels in the brain, which strengthens focus and memory formation. According to neuroscience research by Immordino-Yang (2016), emotionally engaged students perform up to 30% better in language comprehension tasks. On the other hand, boredom, fear, or humiliation can block learning and reduce creativity. In many traditional classrooms, emotional needs are ignored, and the focus remains only on test performance.

Teachers can create a positive classroom atmosphere by including humor, encouragement, and interactive activities. Group projects, games, and storytelling promote enjoyment and emotional connection, making language learning feel more natural and rewarding. Language learning can also lead to deeper psychological issues like low self-esteem, perfectionism, or burnout. Some learners compare themselves to others and feel inferior if they progress more slowly. Others push themselves too hard and lose interest. Learners who constantly doubt their ability tend to avoid practice. Teachers can introduce peer support activities, where students work in pairs or small groups, encouraging each other’s progress.

Trying to speak perfectly often leads to silence and frustration. Instead, learners should focus on communication, not perfection. Real language use involves small mistakes, and fluency grows with experience, not fear. Too much study pressure without emotional rest causes exhaustion. Including breaks, fun materials, and self-care routines keeps learning balanced and sustainable. Teachers are not only language instructors but also psychological guides. Their attitude, feedback, and classroom management shape how students feel about learning. Research shows that teacher support increases student confidence and motivation by up to 45% (Ryan&Deci, 2017). Effective teachers use positive reinforcement, provide constructive feedback, and model emotional resilience. When students see their teacher as friendly and understanding, they become more willing to take risks and speak openly. Moreover, teachers can help learners set realistic goals, reflect on their progress, and develop self-regulation strategies. In this way, education becomes not only linguistic but also psychological growth.

Conclusion:In conclusion, whether it is nurtured by an insightful teacher or managed through self-awareness, the essential role of psychology in language learning is undeniable. The process of mastering a new language is not simply an intellectual challenge — it is an emotional and personal journey. Motivation drives effort, attitude shapes openness, confidence removes fear, and emotions determine memory strength. By understanding the psychological dimensions of learning, teachers and learners can transform frustration into progress. Encouraging positive emotions, cultural curiosity, and self-belief can dramatically improve results. As statistics and research continue to show, psychological readiness often determines success more than linguistic ability itself. Ultimately, to learn a language is to understand not only new words but also oneself. Psychology gives us the tools to make that journey deeper, more meaningful, and more successful.

Reference: 1. Robert C. Gardner va Wallace E. Lambert – Attitudes and Motivation in Second-Language Learning (1972). Rowley, MA: Newbury House. 2. Gardner, R. C., & Lambert, W. E. – Motivational Variables in Second-Language Acquisition. Canadian Journal of Psychology, 13(4), 1959. 

https://publish.uwo.ca/~gardner/docs/phd.pdf3.

Zoltán Dörnyei – “The Internal Structure of Language Learning Motivation and Its Relationship with Language Choice and Learning Effort.” The Modern Language Journal, 89(1), 2005. 4.Mary Helen Immordino‑Yang – Emotions, Learning, and the Brain: Exploring the Educational Implications of Affective Neuroscience. W. W. Norton & Co., 2015/2016. “Times Higher Education” 2016. 5. Mantiri, O. – “Key to Language Learning Success.” Journal of Arts and Humanities, v4 (1).

G’afforova Hadichaxon was born on November 1, 2007, in Beshariq district, Fergana region. She is currently a first-year student at the Uzbekistan State University of World Languages.

First Flight 

The plane races along the runway 

like a blue-eyed stag bounding step by step, 

its beak raised, wings unfurled, 

rising straight into the sky. 

Through the window— 

high-rises, trees, roads, 

shrinking into toy-like shapes, 

fields spreading like flat plates, 

ponds boxed into tiny squares, 

sheep and goats no bigger than ants. 

The earth recedes behind 

as the aircraft tilts its wings 

to take a sudden turn— 

just as we stray off a path 

onto some slanting trail, 

towards Fork, towards trail. 

At thirty-three thousand feet 

I peer downward into the haze: 

black mist hides winding threads, 

surely they are rivers, 

holding in their flow 

the innocence of our hearts. 

Clouds appear— 

flower-clusters, white, azure, 

soft as carded cotton; 

hills draped in blue veils of mist, 

summits locked in embrace with drifting vapors, 

and far beyond— 

snow-mountains, ascetic, still, 

their serenity like sages in meditation. 

Overhead stretch white canopies of cloud, 

and when the plane strikes them 

its wings glisten, damp, 

as if even the passengers’ souls 

had been washed in a secret rain. 

Then—enter the air hostesses, 

voices honeyed, 

words spilling with laughter— 

smiling lips, eyes alive, 

whispering through the hush of turbines, 

fragrant as fresh jasmine. 

At night, midair, 

I glance below— 

scattered glimmers blink back, 

like stars shining 

from the depths of earth itself. 

Descending into darkness, 

the city spreads in long-shot frames: 

a dazzle of lights, 

shimmering, blinding, 

pulling you into wonder, 

but also planting 

an unfamiliar dread, 

like a lone wayfarer on a highway 

who, hearing a vehicle thunder close behind,

instinctively edges 

toward the safety of the curb.

Lakshmi Kant Mukul is an Indian writer, poet, critic, rural historian and serious scholar of folk culture, born on 08 January 1973 in a rural family in Maira village, District Rohtas, Bihar province, India. His literary journey began in 1993 as a Hindi poet and since then, he has published three books in Hindi and has been published in more than two dozen anthologies and hundreds of journals. Apart from Hindi, he also writes extensively in Urdu and Bhojpuri and also translates them into English himself. His two published poetry collections are- “Lal Chonch Wale Panchhi” and “Ghis Raha Hai Dhan Ka Katora”. His published book on rural and local history is- “Yatrion Ke Najriye Mein Shahabad”. He has received many awards for his work, including Aarambh Samman for his poetry writing in Hindi language, the prestigious Hindi Sevi Samman of Bihar Hindi Sahitya Sammelan. His English poetry has been published in many international anthologies and translated into many languages. The notable achievements of his literary career are – recognition as a farmer poet and expertise on the changes taking place in the rural environment in the global era. Having studied law, he has adopted the modern style of farming. postal address -LAKSHMI KANT MUKUL Village _ Maira, PO _ Saisar, SO _ Dhansoi, Buxar, Bihar [ INDIA] Mob.no._6202077236 Postcode – 802117 Email – kvimukul12111@gmail.com mob.no

Films “Anita”,  “Book of Death”,  “Chrysalis”, “Kamilah the Miracle Filly” Honored with the “Courage for Freedom Film Award”

“Anita”,  “Book of Death”,  “Chrysalis”, “Kamilah the Miracle Filly“ Honored with the Courage for Freedom Film Award

This is the first time in the history of cinema that an award has been given on the subject of “Courage for Freedom,” and it is the first time that a film award has been linked to the values of freedom imbued in heroes for  freedom. 

The “Courage for Freedom Film Award” is linked to the hero of two worlds, Giuseppe Garibaldi, so named because Garibaldi brought independence to countries on both sides of the world: Italy and Rio Grande do Sul (Brazil), but the hero also fought for the cause of independence of Uruguay.

From October 28th to November 4th, with the participation of the Italian Ministry of Foreign Affairs, the founder of this film award, Hon. Francesco Garibaldi Hibbert, a descendant of the hero Garibaldi, was welcomed to the celebration of the 150th anniversary of Italian immigration to the state of Rio Grande do Sul. 

The tour  included  thirteen cities in the Brazilian state, where the film “Anita,” produced by Assisi Suono Sacro and featuring Wardal and music by Andrea Ceccomori, was presented as a world premiere. 

On November 9th “Anita“ received three awards at the Herbst theatre for SF New Concept INT Film Festival : Wardal : USA Excellence for acting a motion picture monologue, Maestro Andrea Ceccomori : best Score, Francesco Garibaldi: Best Concept . 

The film centers on the powerful, poignant lyric “Anita” by Giuseppe Garibaldi, about the agony and death of his wife Anita.

The grand debut of the “Courage for Freedom Film Award,” founded by Francesco Garibaldi, artistic director Wardal, will take place on December 13th in Pompeii , at the Vesuvius Film Festival (Vesuviusfilmfestival.it) directed by architect Giovanna D’Amodio. 

This year, the Vesuvius film festival is dedicated to Federico Fellini, with a photographic exhibition on Fellini curated by Giovanna D’Amodio and Graziano Marraffa, president of the historical archive of Italian cinema.

The “Courage for Freedom film award“ will be assigned, in addition to the film “Anita”, to three major productions such as the soon-to-be-released film “Chrysalis”, a human story of survival, on the life of Sir Daniel Winn, with Daniel Winn, directed by J. Robert Schulz and “Kamilah the Miracle Filly“ by Angela Alioto  about the freedom to live and produced by Moe Rock, founder of the LA Tribune and Emily Letran, its co-founder, the documentary awarded by Pope Francis and the Dalai Lama: “Book of Death” by Jenny Thai on the drama of the refugees in Vietnam.