BXU Logo

Buxoro Xalqaro
Universiteti

9-tom, 1-son, b. 154–157, Nashr: 2026-09-13

«O’ZINI BOSHQARISH» KONSTRUKTINING CHET TILI XAVOTIRI VA O’RGANISH SAMARADORLIGI BILAN BOG’LIQLIGI

СВЯЗЬ КОНСТРУКТА «САМОРЕГУЛЯЦИЯ» С ТРЕВОЖНОСТЬЮ ПРИ ИЗУЧЕНИИ ИНОСТРАННОГО ЯЗЫКА И ЭФФЕКТИВНОСТЬЮ ОБУЧЕНИЯ

THE RELATIONSHIP OF THE "SELF-REGULATION" CONSTRUCT WITH FOREIGN LANGUAGE ANXIETY AND LEARNING EFFECTIVENESS

  • Ruzmetova Zilolakhon Dilmuradovna — Ma’mun universiteti, G‘arb tillari va adabiyoti kafedrasi dotsent v.b. · ORCID: 0009-0000-5969-3946

To'liq matn (PDF)

Annotatsiya

Maqolada 190 nafar talaba ishtirokida o’tkazilgan tadqiqot asosida "Big Five" shaxslilik omillarining ijtimoiy-psixologik faollik, emotsional intellekt, chet tili xavotiri va chet tilini o’rganish samaradorligi bilan Spirmen rang korrelyatsiyasi tahlil qilingan. Tadqiqotning markaziy topilmasi shundan iboratki, klassik nazariy kutilmaga (H.Eyzenk modeli) zid ravishda, Neyrotizm shkalasi chet tili xavotiri bilan deyarli nolga yaqin va statistik ahamiyatsiz bog’liqlik (r=0,015; p>0,05) ko’rsatgan, buning o’rniga «O’zini boshqarish» («Big Five» faolligi doirasidagi o’z-o’zini tartibga solish shkalasi) xavotir bilan kuchli manfiy (r=-0,725; p≤0,01), emotsional barqarorlik bilan kuchli musbat (r=0,742; p≤0,01) va standartlashtirilgan test ko’rinishidagi samaradorlik bilan o’rtacha-kuchli musbat (r=0,585; p≤0,01) bog’liqlik namoyon etgan. Natijalar K.Popperning falsifikatsiya tamoyiliga muvofiq ochiq tahlil qilinib, chet tili xavotirini bashorat qiluvchi asosiy psixologik mexanizm nevrotik temperament emas, balki shaxsning o’z xatti-harakati va emotsiyalarini tartibga solish qobiliyati ekanligi ilmiy jihatdan asoslangan.

Аннотация

На основе исследования с участием 190 студентов проанализирована корреляция Спирмена факторов «Большой пятёрки» с социально-психологической активностью, эмоциональным интеллектом, тревожностью при изучении иностранного языка и эффективностью его освоения. Центральный вывод исследования: вопреки классическому теоретическому ожиданию (модель Г.Айзенка), шкала нейротизма показала практически нулевую и статистически незначимую связь с тревожностью (r=0,015; p>0,05), тогда как шкала «саморегуляция» продемонстрировала сильную отрицательную связь с тревожностью (r=-0,725; p≤0,01), сильную положительную связь с эмоциональной устойчивостью (r=0,742; p≤0,01) и умеренно-сильную положительную связь со стандартизированным тестом эффективности (r=0,585; p≤0,01). Результаты открыто проанализированы в соответствии с принципом фальсификации К.Поппера, что научно обосновывает вывод: основным психологическим механизмом, предсказывающим тревожность при изучении иностранного языка, является не невротический темперамент, а способность личности регулировать своё поведение и эмоции.

Abstract

Based on a study involving 190 students, this article analyzes the Spearman correlations of Big Five personality factors with socio-psychological activity, emotional intelligence, foreign language anxiety, and foreign language learning effectiveness. The study’s central finding is that, contrary to classical theoretical expectation (Eysenck’s model), the Neuroticism scale showed a near-zero, statistically non-significant association with anxiety (r=0.015; p>0.05), whereas the "Self-Regulation" scale demonstrated a strong negative correlation with anxiety (r=-0.725; p≤0.01), a strong positive correlation with emotional stability (r=0.742; p≤0.01), and a moderate-to-strong positive correlation with the standardized-test effectiveness measure (r=0.585; p≤0.01). Results are openly analyzed in accordance with Popper’s principle of falsification, scientifically grounding the conclusion that the primary psychological mechanism predicting foreign language anxiety is not neurotic temperament but the individual’s capacity to regulate their behavior and emotions.

Kalit so'zlar: o’zini boshqarish, chet tili xavotiri, emotsional barqarorlik, Spirmen korrelyatsiyasi, neyrotizm, samaradorlik, falsifikatsiya tamoyili, BRM-3 (sog’liq va farovonlik), BRM-4 (sifatli ta’lim)

Foydalanilgan adabiyotlar

  1. N. Yuldosheva and Z. Axmadjonova, “Xorijiy tillarni o‘qitishda pedagogika va psixologiyaning o‘rni,” Pedagogik va psixologik tadqiqotlar, vol. 2, no. 6, pp. 9–13, 2024, doi: 10.5281/zenodo.14049664. [Online]. Available: https://zenodo.org/records/14049664
  2. F. N. Avliyakulova, N. Q. Murodova, and D. K. Umrzoqov, “Chet tilini masofaviy o‘qitish bilan O‘zbekiston Respublikasi ta’lim muassasalarida o‘quv jarayonini boshqarishga kreativ yondashuv,” Innovative Development in Educational Activities, vol. 3, no. 9, pp. 28–31, 2024, doi: 10.5281/zenodo.11187538. [Online]. Available: https://zenodo.org/records/11187538
  3. X. Abdullohova and A. Shamsiyeva, “O‘zbekistonlik o‘quvchilarning ingliz tilini o‘rganishda uchraydigan muammolari va ularni yengish yo‘llari,” Multidisciplinary Journal: Fundamental Research Scientific Journal, vol. 1, no. 5, pp. 157–159, 2025, doi: 10.5281/zenodo.15609067. [Online]. Available: https://zenodo.org/records/15609067
  4. N. Muzaffarova, “Chet tili darslarida madaniyatlararo muloqot kompetensiyasini rivojlantirishning nazariy hamda amaliy natijalari,” Maktabgacha va maktab ta’limi jurnali, vol. 3, no. 4, pp. 11–15, 2025, doi: 10.5281/zenodo.15347471. [Online]. Available: https://zenodo.org/records/15347471
  5. Z. I. Valiyeva, “O‘zbekistonda chet tillarini o‘qitishda motivatsya-metod mamamasi va ahamiyati,” 2025, doi: 10.5281/zenodo.15428455. [Online]. Available: https://zenodo.org/records/15428455 [6] S. Duan, X. Han, X. Li, and H. Liu, “Unveiling student academic resilience in language learning: A structural equation modelling approach,” BMC Psychology, vol. 12, Art. no. 177, 2024, doi: 10.1186/s40359-024-01665-1. [Online]. Available: https://doi.org/10.1186/s40359-024-01665-1
  6. Q. Yu, “Foreign language anxiety research in System between 2004 and 2023: Looking back and looking forward,” Frontiers in Psychology, vol. 15, Art. no. 1373290, 2024, doi: 10.3389/fpsyg.2024.1373290. [Online]. Available: https://doi.org/10.3389/fpsyg.2024.1373290
  7. M. Liu, C.-H. Lin, and Y. Zhang, “Editorial: Dynamic roles of anxiety and motivation in second/foreign language acquisition,” Frontiers in Psychology, vol. 14, Art. no. 1145368, 2023, doi: 10.3389/fpsyg.2023.1145368. [Online]. Available: https://doi.org/10.3389/fpsyg.2023.1145368
  8. H. Wang, Y. Wang, and S. Li, “Unpacking the relationships between emotions and achievement of EFL learners in China: Engagement as a mediator,” Frontiers in Psychology, vol. 14, Art. no. 1098916, 2023, doi: 10.3389/fpsyg.2023.1098916. [Online]. Available: https://doi.org/10.3389/fpsyg.2023.1098916
  9. D. Wang, “The relationship between teacher care behavior and EFL learning anxiety: The chain mediation effect of learning engagement and learning strategies,” Frontiers in Psychology, vol. 14, Art. no. 1279025, 2023, doi: 10.3389/fpsyg.2023.1279025. [Online]. Available: https://doi.org/10.3389/fpsyg.2023.1279025
  10. Y. Huang, “Examining the relationship between peer support and foreign language emotions in online learning: The mediating effect of self-efficacy,” Frontiers in Psychology, vol. 14, Art. no. 1148472, 2023, doi: 10.3389/fpsyg.2023.1148472. [Online]. Available: https://doi.org/10.3389/fpsyg.2023.1148472
  11. P.-C. Kao, “Exploring the roles of academic expectation stress, adaptive coping, and academic resilience on perceived English proficiency,” BMC Psychology, vol. 12, Art. no. 158, 2024, doi: 10.1186/s40359-024-01630-y. [Online]. Available: https://doi.org/10.1186/s40359-024-01630-y
  12. E. Sari and T. Han, “The impact of automated writing evaluation on English as a foreign language learners’ writing self-efficacy, self-regulation, anxiety, and performance,” Journal of Computer Assisted Learning, vol. 40, no. 5, pp. 2065–2080, 2024, doi: 10.1111/jcal.13004. [Online]. Available: https://doi.org/10.1111/jcal.13004 [14] J. Zhang and L. J. Zhang, “Exploring the profiles of foreign language learners’ writing self-regulation: Focusing on individual differences,” Reading and Writing, vol. 38, pp. 1533–1559, 2025, doi: 10.1007/s11145-024-10568-x. [Online]. Available: https://doi.org/10.1007/s11145-024-10568-x [15] Z. Hasim, D. Murong, and Z. Zhao, “The mediating role of emotion regulation in the link between personality traits and self-regulated learning among low-achieving EFL learners,” Scientific Reports, vol. 15, Art. no. 42789, 2025, doi: 10.1038/s41598-025-27123-5. [Online]. Available: https://doi.org/10.1038/s41598-025-27123-5