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). 

Our Future is Now  

Here I am at home eating chocolate to deal with the anxiety of a nation in distress 

outside my home. 

In the neighborhood 

Where I live

Garbage 

I mean heaps of garbage 

I mean an abandoned shopping cart 

filled with detritus 

I mean a suitcase 

contents spilled out on the sidewalk 

Agin eating chocolate because I don’t know what I can do

I am disabled

In a wheelchair I don’t know what to do

Call someone?

Who?

Will they care?

The homeless we always be there outside my building 

I think I’m safe

The day Alex was killed across the country 

I cried in the dark waiting for my transport which was over an hour late because the driver got caught behind protesters.

I felt vulnerable. 

I felt unsafe 

I felt abandoned 

I just wanted to get home. 

Who knew a National Tragedy would affect me in California?

I am a disabled woman in a wheelchair 

I wanted to be home and safe

WAS I?

(Damn! Where’s my chocolates?)

Young Latina woman with light brown curly hair, earrings, and a blue and yellow and white patterned top. Digital image overlaid with stars.

Beyond the Stars 

The stars are but holes in the sky’s cloak, 

where whispers of nameless worlds seep through. 

I search for your shadow in every crevice, 

like a river seeking the sea in the desert. 

Your voice is an echo trapped in the crystal of years, 

shattering into a thousand flashes with every breath. 

I gather it with hands of dampness and salt, 

like one who collects fragments of the moon on the edge of night. 

Time is a tapestry of invisible threads, 

stitching our lives to bodies of stone. 

But we are the thread that escapes the loom,

twisting around the heart of the universe. 

Beyond the stars, there is no darkness: 

there is a sea of ​​light where 

weightless memories swim. 

There, your smile is an island of cold fire, 

and I am the wind that caresses it 

without touching it. 

Our love is a silence that takes shape, 

like the space between the notes of a song never sung. 

It lives in the place where dreams end 

and things that don’t need to be said begin… 

GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution’s Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet in the Educational and Social Relations Division of the UNACCC South America – Argentina Chapter.

Book 

The book was braver than I was ,

It spoke when I chose to stay silent .

I held my quiet deep inside ,

While my heart spilled across its pages.

They asked me, Why were you crying ?

I smiled and hid the truth away .

I was just reading a book I said ,

And let my secret gently stay .

Some pain can’t fıt into words ,

It lives where voices disappear.

But books are never truly silent ,

They know the tears we never share.

Munavvar Tlewbaeva was born on June 6, 2005, in Chimboy District of the Republic of Karakalpakstan. She graduated from the academic lyceum of NMPI with a specialization in social and humanitarian sciences. Currently, she is a third-year student at the Chimboy Faculty of Berdakh Karakalpak State University, majoring in Philology and Language Teaching (Karakalpak language).

She is fluent in Karakalpak, Uzbek, and Turkish. She has a strong interest in creative writing, enjoys writing poems and short stories, and is actively engaged in translation.

The Heart Longs to Be Reborn

The heart desires to be reborn anew,

This life has worn it down, exhausted, torn.

Cut sorrow’s thread that binds the soul so tight,

The years have ripped its laughter out by force.

To everyone it offered help each day,

For good souls, never sparing breath or bone.

But now, within its wounded, open chest,

Thick clots of blood are flowing like a stream.

The heart desires to be reborn again,

They stoned it down without a single fault.

From slander’s stones, abruptly crushed and bruised,

In silent nights it wept, unseen, alone.

The heart still yearns to rise and live once more,

It cries aloud: O Lord Almighty, hear!

Though innocent, I stand condemned, O God,

From You alone I beg for refuge now.

If nothing’s left of me but brittle bones,

Let that remain — I ask for nothing more.

The heart still longs, still aches to be reborn.

Orinboyeva Madinabonu is a first-year student of Group 25.23, majoring in Pedagogy, at the Faculty of Pedagogy, Psychology, and Art Studies of Fergana State University. She is a holder of a National Certificate and the author of numerous articles.

LINGUISTIC FEATURES OF TOG‘AY MUROD’S WORKS

Khushbokov Qobilbek Shokirovich 

Teacher of the Denov Institute of Entrepreneurship and Pedagogy

Kudratova Nozima Bahromovna

Denov Institute of Entrepreneurship and Pedagogy, 1st year student, Faculty of Philology

E-mail: qudratovanozima@gmail.com

Annotation: This article explores the linguistic features present in the works of the renowned literary figure Tog‘ay Murod, distinguished for his profound narratives and unique style. Through a comprehensive analysis, the study highlights key linguistic elements that define Murod’s writing, offering insight into his literary techniques and contributions to the cultural and artistic landscape.

Keywords: Tog‘ay Murod, literary analysis, linguistic features, narrative style, literary technique.

Introduction. Tog‘ay Murod stands as a prominent figure in modern Uzbek literature, celebrated for his captivating storytelling and innovative narrative approach. His works have long fascinated both readers and critics, prompting scholarly interest in the linguistic elements that form the foundation of his distinctive literary voice. This article examines the recurrent linguistic features within Murod’s works, revealing the craftsmanship behind his style and illuminating the essence of his literary genius.

Murod’s literary corpus spans various genres—from prose to poetic narratives—each crafted with its own linguistic precision. His prose is characterized by rich imagery, metaphorical language, and nuanced character development, all of which create immersive storytelling experiences for the reader. Moreover, his use of symbolism, allegory, and intertextuality adds layers of depth, inviting readers to engage with multiple levels of interpretation.

Linguistic Characteristics in Murod’s Works

Beyond his narrative mastery, Murod’s poetic works demonstrate exceptional linguistic rhythm and lyrical expression. By artistically arranging words and sounds, he captures the essence of emotion and human experience, creating a deep resonance with readers. His exploration of linguistic ambiguity and semantic complexity contributes to an intellectual dimension that encourages readers to reflect on the subtleties of language and meaning. A systematic approach—combining close reading, stylistic analysis, and comparative research—was employed to examine Murod’s linguistic techniques. Works representing different periods of his creative activity and covering diverse themes were analyzed. Textual fragments were studied for recurring linguistic patterns, rhetorical devices, and stylistic choices, providing a comprehensive understanding of his unique writing style.

One of Murod’s most notable contributions lies in his transformation of the natural speech of ordinary people from the Surkhan region into a literary stylistic device. He was among the first to elevate this regional vernacular to the level of a refined artistic tool. Following in the footsteps of earlier creators, he developed his own perspective on literary style.

Researcher M. Khidirova describes language as the foundation of literary structure, noting: “A literary work is like a tower. It has its own foundation. The lifespan of the work depends on this foundation. The foundation of a literary work is language. Life begins with language and ends with language.” This, the linguistic worldview of Tog‘ay Murod embodies a philosophical understanding of language as both an artistic and spiritual necessity. His unique stylistic mastery continues to serve as a school of artistic skill for young writers, especially at a time when the Uzbek language is flourishing as a state language and its preservation and development are of great importance.

Theoretical Perspectives on Style

Classical and contemporary scholars alike have offered insights into the formation of literary style. The eminent scholar Abdurauf Fitrat emphasized that as a writer matures artistically, a distinctive style emerges: “As a poet or writer rises in artistic mastery, he begins to create a style peculiar to himself. When his imagination, thought, and understanding reach maturity, a unique style naturally appears”. Literary critic O. Sharafiddinov likewise described style as an all-encompassing phenomenon permeating every aspect of a writer’s work: “A writer’s style is like air—we breathe it without noticing its components. Style is the spirit of creativity, the subtle fragrance present in every work”.

Accordingly, Tog‘ay Murod’s reflections on artistic language and style deserve special attention. Language, artistic vision, and literary technique interact harmoniously in his works, shaping an individual and unrepeatable style formed through philosophical perception, cultural identity, and narrative skill. Tog‘ay Murod’s Creative Language is widely recognized for his original and vivid prose, which resembles poetic narrative in both rhythm and imagery. Even casual readers familiar with modern Uzbek literature can easily identify his works by their expressive, colorful, and deeply lyrical language. This distinctive quality sets him apart from other writers. In works such as Otamdan qolgan dalalar (“Fields Left by My Father”) and Bu dunyoda o‘lib bo‘lmaydi (“One Cannot Die in This World”), Murod won the admiration of readers by portraying the sincere and humble people of the Surkhan region—their hardships, aspirations, and inner worlds. His language is deliberately simple, flowing, and deeply rooted in folk expression. He skillfully incorporates proverbs, idioms, synonyms, archaic words, and dialectal expressions, enriching the artistic imagery of his narrative.

Folk speech enhances the authenticity and emotional connection of his works. For example, dialectal words such as baycha, jigit, bova, iyarmoq, angnib yotmoq, and yonashtirmoq vividly illustrate the regional character of his narratives: “I told the boys to lie down by the river and keep watch.”

Discussion. The linguistic features identified throughout Murod’s works emphasize his innovative approach to storytelling and his profound connection to language as a tool of artistic expression. By blending imagery, metaphor, symbolism, and intertextual references, he creates multilayered narratives that resonate deeply with readers. Moreover, his linguistic versatility allows him to traverse different genres and thematic landscapes, demonstrating the breadth and depth of his creative vision.

Conclusion and Recommendations. In conclusion, the study of Tog‘ay Murod’s linguistic features reveals a writer of exceptional talent and intellectual depth whose works continue to captivate and inspire audiences worldwide. Future research may further explore specific aspects of his linguistic style—such as dialect usage, narrative voice, or linguistic innovation. Comparative analyses with other literary traditions may also offer valuable insights into the evolution of literary language and expression. Ultimately, the linguistic richness of Tog‘ay Murod’s works serves as a testament to the enduring power of language to illuminate human experience and provoke thought. As readers engage with his texts, they embark on a journey of linguistic discovery, uncovering layers of meaning and developing a deeper appreciation for the art of storytelling.

References

1. A. Fitrat. Adabiyot qoidalari. Tashkent: O‘qituvchi, 1995. 

2. O. Sharafiddinov. Iste’dod jilolari. Tashkent.

3. T. Murod. Oydinda yurgan odamlar. G‘. G‘ulom Literature and Art Publishing House, Tashkent, 1985.

4. U. Jo‘raqulov. Nazariy poetika masalalari: Muallif, Janr, Xronotop. G‘. G‘ulom Publishing, Tashkent, 2015, pp. 148–150.

5. U. Faulkner. Qora musiqa. Yangi Asr Avlodi Publishing, Tashkent, 2018. 

Qudratova Nozima Bahrom qizi Denov Tadbirkorlik va pedagogika instituti talabasi.

Filologiya fakulteti o’zbek tili va adabiyoti 1-kurs talabasi. Millati o’zbek. Jinsi ayol

+998 90 071 06 11

You are my Koson

Words are not enough to describe your grace,
My eyes rejoice when I see your face.
I write these verses to praise your name,
My dear land, my home, my eternal flame.
Famous across seven worlds, you stand,
You are my Koson, my precious land.

Your poet sons lived for the motherland’s sake,
With souls like Abdulla, for your honor’s sake.
No barrier can stop your path or your stride,
My garden, my freedom, my source of pride.
To the great Oripov, you were the home,
You are my Koson, where greatness has grown.

So many poets have lived on your soil,
With pens in their hands, with wisdom and toil.
Abdulla and Rozimurodov walked your ways,
Inspiring the poets and earning our praise.
A land of inspiration, a gift so rare,
The pride of Qashqadaryo, beyond compare.

I want the whole world to know of your name,
To honor your glory and recognize your fame.
Let my humble poem sing of your worth,
You are my theme, my place of birth.
You’ve taken your place deep in my heart,
My Koson, from whom I shall never part.

By God’s will, a poet I have become,
Taking my pen, my song has begun.
I’ve woven your name into every line,
A world-famous dwelling, ancient and fine.
The pride of Qashqadaryo, forever you’ll be,
My Koson, you are the world to me.

Ozodbek Narzullayev was born on December 20, 2006, in the village of Boʻston, Koson district, Qashqadaryo region. He is the author of the book titled ‘Qalb kechinmalari’ (Reflections of the Soul). He has also been honored with numerous diplomas and certificates for his achievements.