THE IMPORTANCE OF TEACHER SPEECH CULTURE AND CONDUCTING WORK IN THE STATE LANGUAGE

Mengboyeva Baxtiniso Mamatqobilovna

First-year student, Faculty of Philology,

Uzbek Language and Literature Department,

Denov Institute of Entrepreneurship and Pedagogy

Email: @meliqulovabarno3gmail.com

TEACHER SPEECH CULTURE AND THE IMPORTANCE OF WORKING IN THE STATE LANGUAGE.

Abstract: This article analyzes the relationship between the culture of teacher speech and working in the state language. It also highlights the role of speech culture in the professional activity of a teacher, its impact and significance in the educational process. It is shown that ensuring the accuracy, fluency and standardization of speech in the process of working in the state language is one of the main duties of a teacher.

Keywords: Speech culture, teacher, state language, document management, effective speech, expressiveness, formal style.

The culture of a teacher’s speech is one of the most important factors determining the effectiveness of the educational process. This is because a teacher’s ability to express ideas clearly, fluently, and understandably creates a solid foundation for students to master knowledge thoroughly. Conducting activities in the state language not only ensures the correct management of official documents, but also guarantees unity and discipline within an educational institution. Therefore, a teacher’s speech culture and literacy in the state language become an integral part of their professional competence. This article highlights the significance of these processes and their impact on the quality of education.

1. The essence of a teacher’s speech culture and its role in the pedagogical process

A teacher’s speech is one of the main tools of the educational process and is a key factor in influencing students’ minds, providing knowledge, and ensuring the effectiveness of education and upbringing. Speech culture includes not only correct, fluent, and clear speaking, but also the ability to express ideas in an expressive, logical, and comprehensible manner. In addition, a teacher’s speech shapes the psychological environment of the learning process and fosters students’ interest, confidence, and motivation toward the subject.

The effectiveness of a teacher’s speech determines the overall success of the lesson. A teacher with a high level of speech culture is able to capture students’ attention, explain topics fluently, and present complex concepts in a simple and concise way.Especially in the modern educational process, a teacher not only provides knowledge, but also acts as a communicator, educator, and moral leader, guiding, motivating, and evaluating students through their speech.

2. The main characteristics of a teacher’s speech: clarity, fluency, logic, and expressiveness

A teacher’s speech is distinguished by the following qualities:

Clarity. Clarity in pedagogical speech means delivering information without confusion, in a clear and understandable manner, using precise terminology. Clarity helps prevent unnecessary questions, misunderstandings, and ambiguities during the lesson. The correct use of scientific concepts, definitions, and examples is an important manifestation of clarity.

Fluency. A teacher’s fluent speech determines the rhythm of the lesson. Proper use of pauses, logical stress, and speaking at a moderate pace ensure fluency. Fluent speech also helps develop students’ listening culture.

Expressiveness. Expressive speech enriches students’ imagination and actively engages them in the learning process. Intonation, stress, pauses, and emotions create memorable impressions for students. Especially in subjects such as literature, art, and history, expressive speech becomes one of the teacher’s main tools.

Logic. Logical speech is reflected in the consistency of ideas, cause-and-effect relationships between concepts, and the sequential presentation of thoughts. A logically structured speech helps students develop critical and systematic thinking.

3. Speech culture as a teacher’s professional competence

A teacher’s speech culture is a core component of their professional mastery and pedagogical competence. The modern education system requires teachers to possess the following speech competencies:

adherence to the norms of the literary language;

deep knowledge of the grammatical, phonetic, and lexical rules of the state language;

control of diction;

observance of speech etiquette rules;

ability to communicate effectively with an audience;

correct use of communication genres (lecture, explanation, question-and-answer, discussion).

A teacher with rich speech and the ability to think scientifically forms a positive image in students’ minds. Such a teacher not only provides knowledge, but also serves as a role model of speech culture for learners.

4. The content and significance of conducting documentation in the state language

In the Republic of Uzbekistan, conducting documentation in the state language implies maintaining official documents in Uzbek across public administration, education, healthcare, the judicial system, the economy, and other sectors. This process plays an important role in strengthening political independence, enhancing national identity, and ensuring clarity within the legal system.Conducting documentation in the state language serves to:

ensure documents are maintained in a clear and unified standard;

observe literary norms in official communication;

promote effective communication between state institutions;

enable citizens to clearly understand their rights and obligations;

support the development of national culture;

 enhance the prestige and status of the language.Proper organization of documentation in the state language ensures order, consistency, and legality in social life.

5. Conducting documentation in the state language in a teacher’s professional activity. In the education system, a teacher is not only an instructor, but also a record keeper. In this process, the teacher must correctly and appropriately prepare official documents in the state language, such as class registers, curricula, electronic diaries, orders and directives, reports, and official records.This process depends on the teacher’s knowledge of the official style, ability to distinguish document types, strict adherence to language norms, literacy in spelling and punctuation, as well as responsibility and accuracy. Proper documentation in the state language by teachers directly affects the legal functioning, discipline, and overall effectiveness of an educational institution.

6. The interconnection between a teacher’s speech and the culture of the state language

Speech culture and the culture of record-keeping are complementary processes. The richer and more fluent a teacher’s oral speech is, the more precise and compliant with official standards their written speech becomes. Proficiency in conducting documentation in the state language enhances a teacher’s communicative literacy. These two processes also have a strong impact on students’ education and upbringing. A teacher’s speech model helps shape students’:

culture of thinking,

writing skills,

respect for the literary language,

sense of national identity,

readiness for official communication.

7. Speech technologies and electronic documentation in the state language in modern education

In today’s digital era, teachers are required not only to have clear and accurate speech, but also to use information technologies effectively. Electronic diaries, online platforms, official emails, and reports must be maintained in the state language. This requires not only linguistic literacy, but also technical competence.

A teacher’s electronic communication is based on:

concise and clear style in official correspondence,

adherence to spelling rules,

avoidance of unnecessary words,

logically structured content,

observance of official etiquette.

Conclusion

A teacher’s speech culture is one of the key factors determining the quality of the educational process. Fluency, clarity, and expressiveness of speech directly influence students’ comprehension of knowledge, interest in lessons, and the effectiveness of communication. Conducting documentation in the state language ensures that official documents are prepared correctly and in accordance with established standards, and it enhances the culture of official communication. Therefore, a teacher must be knowledgeable, responsible, and possess a high level of speech culture in both areas.

References:

Law of the Republic of Uzbekistan “On the State Language”.

Toxliyev B., Fundamentals of Speech Culture, Tashkent.

G‘ulomov A., Conducting Documentation in the State Language, учебное пособие.

Qosimov B., Language and Speech Culture, textbook.

Official documents of the Cabinet of Ministers of the Republic of Uzbekistan on record-keeping procedures.

Mengboyeva Baxtiniso Mamatqobilovna was born on April 1, 2007, in Denov District, Surkhandarya Region. She graduated from General Secondary School No. 73 located in Denov District. Currently, she is a first-year student at the Faculty of Philology, majoring in Uzbek Language and Literature, at the Denov Institute of Entrepreneurship and Pedagogy in Denov District, Surkhandarya Region. She has earned nearly 50 international certificates.

She is a participant in the project “The First Step Towards a Scholarship – Season 1”, created by Dilshoda Akhadova. In addition, she serves as the coordinator of the “Eco Call” movement council at the Denov Institute of Entrepreneurship and Pedagogy. At the same time, she is a member of the Argentine Association of Science and Writers, holding an official membership certificate.

The Significance of Foreign Language Learning for Young People

Norqulova Madina

a second-year undergraduate student

Samarkand State Institute of Foreign Languages

Abstract: 

In this article, the significance of foreign language proficiency in the lives of young people is analyzed. The impact of foreign languages on the educational process, professional development, and social engagement is examined from a scientific and theoretical perspective. Furthermore, the article substantiates that, in the context of globalization, the acquisition of foreign languages serves as a crucial factor in enhancing the competitiveness of youth.

Key words: Foreign language education; youth competitiveness; globalization; language proficiency; international integration; human capital; educational reforms; multilingualism; global labor market; lifelong learning.

Introduction 

In the current era of globalization, knowledge of foreign languages is considered one of the crucial factors for societal development. In a period when information exchange has accelerated and international relations have expanded, young people’s mastery of foreign languages plays a significant role in their intellectual, professional, and social development. In particular, English, as a means of international communication, occupies a leading position in the fields of education, science, and technology.

Literature review 

Foreign language proficiency contributes to the development of young people’s cognitive potential and enhances their critical thinking skills. Scientific research indicates that knowledge of multiple languages broadens an individual’s intellectual perspective and enables them to approach problems from various viewpoints. At the same time, acquiring foreign languages fosters young people’s ability to independently analyze information.

Within the education system, foreign language proficiency is regarded as one of the key factors ensuring academic mobility. Proficiency in a foreign language is considered a prerequisite for participation in international educational programs, grants, and exchange projects. Moreover, access to foreign academic sources and research contributes significantly to improving students’ overall level of knowledge.

At the 72nd Session of the United Nations General Assembly, the President of our country emphasized: “The future and prosperity of our planet depend on what kind of people our children grow up to be. Our main task is to create the necessary conditions for young people to fully realize their potential.”At a time when the boundaries between globalization, culture and values, and national identity are rapidly diminishing, language plays a crucial and fundamental role in enabling young people to integrate into the global community. Today, young people clearly understand that without knowledge of foreign languages, it is almost impossible to find a place in international business, science, politics, economics, or the fields of information and communication technologies.

Furthermore, the establishment of the “El-yurt umidi” Foundation, aimed at providing opportunities for young people to study abroad, train specialists, and maintain communication with compatriots, has served as an additional incentive. One of the main requirements for participating in the foundation’s selection process is possessing a valid national (CEFR) or international language certificate (such as IELTS, TOEFL, or DELF). Every year, hundreds of young people take advantage of this opportunity to pursue undergraduate or master’s degrees at foreign higher education institutions and return to their homeland as skilled professionals. According to many of them, knowledge of a foreign language not only broadens their worldview but also serves as a key that opens the door to the global arena.

Conclusion

In conclusion, the mastery of foreign languages plays a pivotal role in the personal, academic, and professional development of young people in Uzbekistan. As globalization continues to shrink the distances between cultures, values, and national identities, foreign language proficiency has become a key factor for youth to successfully integrate into the global community. The state’s efforts to provide favorable conditions—such as high-quality language education, international certification support, and opportunities for studying abroad—ensure that young people can fully realize their potential. Ultimately, enhancing foreign language skills not only broadens the worldview of the youth but also equips them with the knowledge, competencies, and confidence necessary to contribute effectively to the country’s prosperity and compete in the international labor market.

Reference

1.Crystal, D. (2019). English as a Global Language. Cambridge: Cambridge University Press.

2.Nunan, D. (2015). Teaching English to Speakers of Other Languages: An Introduction. London: Routledge.

3.Graddol, D. (2006). English Next. British Council.

4.Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters.

5.Galloway, N., & Rose, H. (2015). Introducing Global Englishes. London: Routledge.

6.Phillipson, R. (2009). Linguistic Imperialism Continued. London: Routledge.

7.Kachru, B. B., Kachru, Y., & Nelson, C. L. (Eds.). (2006). The Handbook of World Englishes. Oxford: Blackwell Publishing.

8.Jenkins, J. (2006). World Englishes: A Resource Book for Students. London: Routledge.

9.Samovar, L. A., Porter, R. E., & McDaniel, E. R. (2012). Communication Between Cultures. Boston: Wadsworth Cengage Learning.

10.Crystal, D. (2003). The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press.

Norqulova Madina was born in Pastdargʻom district, Samarqand region, Uzbekistan, in 2006. She is a 19-year-old undergraduate student currently in her second year at Samarkand State Institute of Foreign Languages. Madina has earned over 50 certificates in various academic and professional fields, demonstrating her strong commitment to continuous learning and personal development. She has achieved a B2 level in English, reflecting her solid proficiency in the language. Her extensive qualifications highlight her dedication to academic excellence and her readiness to participate in international educational and research opportunities.

The Role of Linguoculture in Shaping Worldview: Language as a Cultural Code

Abstract

This article examines the role of linguoculture in shaping human worldview, conceptualizing language as a cultural code that encodes collective values, beliefs, and cognitive patterns of a speech community. Drawing on the theoretical framework of linguoculturology, the study explores how culturally marked linguistic units reflect and construct culturally specific ways of perceiving reality. The research employs qualitative methods, including semantic and conceptual analysis of linguocultural units such as metaphors, culturally loaded lexemes, and phraseological expressions. The findings demonstrate that language functions not merely as a communicative tool but as a semiotic system through which cultural meanings are preserved, transmitted, and transformed. The study argues that worldview formation is deeply influenced by linguocultural factors embedded in language, which shape both individual and collective cognition. By highlighting the interdependence of language, culture, and worldview, this research contributes to contemporary discussions in linguoculturology and intercultural communication, offering insights relevant for cross-cultural studies and linguistic anthropology.

Keywords: linguoculture; worldview; cultural code; language and culture; conceptualization; cultural meanings; linguistic worldview.

Introduction: 

In contemporary linguistics, the interrelation between language and culture has become a central area of interdisciplinary research, giving rise to such fields as linguoculturology, linguistic anthropology, and intercultural communication. Language is no longer viewed solely as a neutral means of communication; rather, it is increasingly understood as a cultural phenomenon that reflects, preserves, and transmits the collective experience of a speech community. Within this paradigm, language functions as a cultural code through which culturally specific meanings and values are encoded and interpreted.

The concept of worldview has attracted significant scholarly attention, as it represents the way individuals and communities conceptualize reality. According to linguocultural theory, worldview is not formed independently of language; instead, it is shaped by culturally marked linguistic structures that influence perception, cognition, and interpretation of the world. Lexical choices, metaphors, phraseological units, and culturally loaded expressions embody national and cultural specifics, thereby contributing to the formation of a linguistic worldview. As a result, speakers of different languages may conceptualize the same phenomena in distinct ways.

Linguoculturology, as an interdisciplinary field, focuses on the interaction between language and culture and examines how cultural meanings are embedded in linguistic units. Scholars such as V. A. Maslova, Yu. S. Stepanov, and E. Sapir have emphasized that language serves as a repository of cultural memory and a mechanism for constructing social reality. From this perspective, language operates as a semiotic system that encodes cultural norms, values, and cognitive patterns, shaping both individual and collective worldviews.

Despite extensive research on language and culture, the role of linguoculture in shaping worldview remains a relevant and evolving topic, particularly in the context of globalization and intercultural communication. Understanding language as a cultural code allows for deeper insight into how cultural meanings are structured and how misinterpretations may arise in cross-cultural interactions. Therefore, this study aims to examine the role of linguoculture in worldview formation by analyzing culturally marked linguistic units and their conceptual significance. The findings are expected to contribute to ongoing discussions in linguoculturology and provide a theoretical foundation for further comparative and applied research.

Literature review

The relationship between language and culture has long been a subject of scholarly inquiry across linguistics, anthropology, and philosophy. Early foundations of this relationship can be traced to the works of Wilhelm von Humboldt, who emphasized that language embodies the “spirit” of a nation and shapes the way its speakers perceive the world. This idea was further developed in the Sapir–Whorf hypothesis, which posits that language influences thought and worldview, suggesting that linguistic structures play a decisive role in shaping cognitive patterns.

In the framework of modern linguistics, linguoculturology has emerged as a distinct interdisciplinary field that examines the interaction between language and culture through the prism of national mentality and cultural values. Scholars such as V. A. Maslova argue that linguoculture represents a system of culturally marked linguistic units that reflect collective experience and cultural memory. Similarly, Yu. S. Stepanov conceptualizes culture as a set of constants embedded in language, emphasizing the symbolic and semiotic nature of linguistic signs as carriers of cultural meaning.

Numerous studies have focused on the notion of linguistic worldview, which refers to the culturally specific representation of reality encoded in language. Researchers have demonstrated that lexical-semantic fields, metaphors, and phraseological units serve as key mechanisms through which worldview is constructed. Lakoff and Johnson’s theory of conceptual metaphor has been particularly influential in illustrating how abstract concepts are structured through culturally grounded metaphoric models. Their work highlights that metaphors are not merely linguistic devices but cognitive tools shaped by cultural experience.

Recent research in linguoculturology has expanded toward discourse analysis and intercultural communication, examining how linguocultural meanings are negotiated in various communicative contexts, including media, political discourse, and digital communication. Scholars note that globalization and increased intercultural contact intensify the need to understand language as a cultural code to prevent misinterpretation and cultural conflict. Studies in this area emphasize that culturally embedded meanings often remain implicit, making them challenging for non-native speakers to decode.

Methodology 

This study adopts a qualitative research design grounded in the theoretical principles of linguoculturology. The methodological framework is aimed at examining language as a cultural code and identifying the role of linguocultural elements in shaping worldview. Given the interdisciplinary nature of the research, methods from cognitive linguistics, cultural linguistics, and semantic analysis are integrated to ensure a comprehensive approach.

The primary data for analysis consist of culturally marked linguistic units selected from contemporary English discourse, including literary texts, media sources, and publicly available cultural narratives. These units include metaphors, phraseological expressions, culturally loaded lexemes, and conceptual keywords that reflect culturally embedded meanings. The selection criteria focused on frequency of use, cultural relevance, and their potential to represent shared cultural values and cognitive patterns.

Data analysis was conducted in several stages. First, a semantic analysis was employed to identify the core meanings and cultural connotations of the selected linguistic units. Second, conceptual analysis was applied to determine how these units contribute to the construction of culturally specific concepts and worldview models. Third, an interpretative analysis was carried out to examine the relationship between linguistic forms and underlying cultural values, beliefs, and norms. This multi-level analytical procedure allowed for the identification of recurring linguocultural patterns.

To enhance the validity of the findings, the study draws on established theoretical models in linguoculturology and cognitive linguistics, including the concepts of linguistic worldview and conceptual metaphor. Triangulation was achieved by comparing interpretations across different types of texts and by correlating linguistic data with relevant cultural and theoretical sources. Although the research does not rely on quantitative measures, the systematic and replicable nature of the qualitative methods ensures methodological rigor.

Results and Discussion

The analysis of linguoculturally marked linguistic units reveals that language operates as a cultural code through which collective values, beliefs, and cognitive patterns are structured and transmitted. The findings demonstrate that culturally embedded meanings are systematically reflected in lexical choices, metaphoric models, and phraseological expressions, contributing to the formation of a culturally specific worldview.

One of the key results of the study is the identification of recurrent conceptual domains that play a central role in worldview construction. Metaphorical expressions grounded in everyday experience, such as spatial orientation, movement, and social hierarchy, were found to encode culturally significant values. These metaphors not only organize abstract concepts but also reflect culturally determined ways of interpreting reality. For example, culturally preferred metaphoric models highlight dominant social norms and value systems, thereby reinforcing shared cognitive frameworks within a speech community.

The analysis further shows that culturally loaded lexemes function as symbolic markers of national and cultural identity. Such lexical units carry implicit cultural knowledge that extends beyond their dictionary meanings, requiring shared cultural competence for proper interpretation. These findings support the view that linguistic meaning is inseparable from cultural context and that language serves as a repository of collective cultural memory. As a result, speakers internalize culturally specific worldviews through everyday linguistic practices.

Conclusion:

The analysis of linguoculturally marked linguistic units reveals that language operates as a cultural code through which collective values, beliefs, and cognitive patterns are structured and transmitted. The findings demonstrate that culturally embedded meanings are systematically reflected in lexical choices, metaphoric models, and phraseological expressions, contributing to the formation of a culturally specific worldview.

One of the key results of the study is the identification of recurrent conceptual domains that play a central role in worldview construction. Metaphorical expressions grounded in everyday experience, such as spatial orientation, movement, and social hierarchy, were found to encode culturally significant values. These metaphors not only organize abstract concepts but also reflect culturally determined ways of interpreting reality. For example, culturally preferred metaphoric models highlight dominant social norms and value systems, thereby reinforcing shared cognitive frameworks within a speech community.

The analysis further shows that culturally loaded lexemes function as symbolic markers of national and cultural identity. Such lexical units carry implicit cultural knowledge that extends beyond their dictionary meanings, requiring shared cultural competence for proper interpretation. These findings support the view that linguistic meaning is inseparable from cultural context and that language serves as a repository of collective cultural memory. As a result, speakers internalize culturally specific worldviews through everyday linguistic practices.

References

Humboldt, W. von. (1999). On language: The diversity of human language-structure and its influence on the mental development of mankind (P. Heath, Trans.). Cambridge University Press. (Original work published 1836)

Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.

Maslova, V. A. (2001). Linguoculturology. Academy Publishing Center.

Sapir, E. (1929). The status of linguistics as a science. Language, 5(4), 207–214. https://doi.org/10.2307/409588

Stepanov, Y. S. (2004). Constants: Dictionary of Russian culture. Akademicheskiy Proekt.

Sharifian, F. (2017). Cultural linguistics: Cultural conceptualisations and language. John Benjamins Publishing Company.

Wierzbicka, A. (1997). Understanding cultures through their key words. Oxford University Press.

Kramsch, C. (1998). Language and culture. Oxford University Press.

Fillmore, C. J. (1985). Frames and the semantics of understanding. Quaderni di Semantica, 6(2), 222–254.

Rizoqulova Parvina Ramzovna was born in Kashkadarya, Uzbekistan. She is a 19-year-old undergraduate student currently in her second year at Karshi State University. She has earned over 50 international certificates, demonstrating a strong commitment to academic and professional development. She is certified at the C+ level in her native language and has achieved an IELTS score of 6.0, reflecting her proficiency in English. Her extensive qualifications highlight her dedication to continuous learning and her readiness to engage in international academic and research opportunities.

actualizing the 'evening' answer
to The Riddle of the Sphinx


     *


what I heard was not what was being said


     *



he'd spit in his own Pepsi, if you ask for a sip


     *


aisle seat for the sorrowful ballet


     *


not in the script, the gull that flew past the bay window


     *


my incessant blathering wore out 
her hammer, anvil and that other bone
I can never remember


     *


limping toward unknown archipelagos
with a notebook and two childhood prayers


     *


brown blood in the hambone
and the first-class relic


     *


words everywhere, the oceanic fears of the illiterate


     *


maybe Gutei just needed a minute to think


     *


he's where it widens and slows with Sarah Vaughan


     *


it's hard to be alone in the hereafter

(ALL MY WORKS ARE DEDICATED TO MY BELOVED TEACHER A.T. KAMILJANOVNA   —- TO THE LIGHT OF MY DARK EDUCATIONAL LIFE.)

You are like a sun ¢ in winter

i mean : we see you very rarely, like the sun in winter, but at every meeting your radiant smile, your eyes filled with warmth warm us, i would like to see the sun * every day I hope to have more sunny days in 2 semester

Don’t take my words as a compliment or sycophancy

As only with you my tongue is connected with my heart

Each

word, each message I share with you, is a melody of my soul.

Missing you is like waiting for spring in the midst of a harsh

winter.❄️

We do not say I miss you… 

Between us, chilly winds still blow,

As if spring got lost in the snow.

You are my sun, my inspiration bright,

But now you shine only in dream’s light.

I’m your ray, breaking through the grey,

Through silence, still seeking the way.

I long for spring to bloom once more,

For my soul to tremble ̶ but not from war.

Let cold fade in the warmth of your hand,

You’re like April ̶ you always withstand.

Even in storms, even apart,

I reach for you, with all my heart.

You Didn’t See….

You didn’t see the love I gave you — 

Pure and bright, like springtime light.

I kept waiting, hoping, dreaming,

That your warmth would make things right.

What’s my fault? — Just standing near you?

Being a ray through storm and snow?

While the ones who hurt with glances

Let their silent anger grow.

I kept quiet — you heard no sorrow,

Just my voice behind a wall.

But you were more than just a moment –

You were spring and sun and all.

And the things between the phrases, 

All the words you didn’t see —

They were more than dreams or silence…

They were simply you and me.

I am Khamzayeva Rukhshona Bakhodirovna, a second-year student at the Faculty of Theory and Practice of English Translation at Silk Road University of Tourism and Cultural Heritage in Samarkand. My academic and professional interests focus on written and oral translation as well as on the impact of artificial intelligence on contemporary translation practice.

My research interests include translation studies, intercultural communication, advertising and literary translation, and the integration of digital technologies in the language industry. I am the author of analytical and research papers examining the challenges and prospects of the translation profession in the era of digitalization.

In addition to my academic work, I work as a translator in the jewelry industry and participate in international forums and conferences, including events with foreign experts. I am fluent in Russian and English and currently study Turkish. I plan to further develop my professional skills in translation, international relations, and diplomacy.

I am particularly interested in academic writing, public speaking, and cross-cultural communication, and I am committed to continuous professional and intellectual development.

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.