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Buxoro Xalqaro
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RAQAMLI TA’LIM MUHITIDA TALABALARNING O‘QUV PROKRASTINATSIYASI: PSIXOLOGIK DETERMINANTLAR VA PROFILAKTIK YONDASHUVLAR

УЧЕБНАЯ ПРОКРАСТИНАЦИЯ СТУДЕНТОВ В ЦИФРОВОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЕ: ПСИХОЛОГИЧЕСКИЕ ДЕТЕРМИНАНТЫ И ПРОФИЛАКТИЧЕСКИЕ ПОДХОДЫ

ACADEMIC PROCRASTINATION AMONG STUDENTS IN THE DIGITAL LEARNING ENVIRONMENT: PSYCHOLOGICAL DETERMINANTS AND PREVENTIVE APPROACHES

  • Razakov Farxod Kuvondikovich — Innovatsion texnologiyalar universitetining "Pedagogika va psixologiya" kafedrasi v.v.b dotsenti Phd 009-0003-53659239 · ORCID: Orcid ID: 009-0003-53659239

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Annotatsiya

Mazkur maqolada raqamli ta’lim muhitida talabalarda namoyon bo‘ladigan o‘quv prokrastinatsiyasining psixologik xususiyatlari, uning shakllanishiga ta’sir qiluvchi determinantlar va profilaktik yondashuvlar tahlil qilinadi. Raqamli texnologiyalarning ta’lim jarayoniga chuqur kirib borishi talabalarga axborotni tezkor izlash, masofadan ta’lim olish va o‘quv resurslaridan keng foydalanish imkoniyatini yaratishi bilan birga, diqqatning bo‘linishi va o‘quv vazifalarini kechiktirish uchun yangi sharoitlarni ham yuzaga keltirmoqda. Tadqiqot doirasida raqamli chalg‘ituvchilar, tezkor mukofotga yo‘nalganlik, o‘zini o‘zi nazorat qilishning sustligi, akademik motivatsiyaning pasayishi, vazifani subyektiv jihatdan murakkab qabul qilish hamda raqamli muhitda vaqtni boshqarishdagi qiyinchiliklar o‘quv prokrastinatsiyasining muhim psixologik determinantlari sifatida ko‘rib chiqiladi. Shuningdek, talabalarda raqamli o‘zini o‘zi boshqarish ko‘nikmalarini shakllantirish, diqqatni boshqarish, o‘quv faoliyatini strukturaviy rejalashtirish, raqamli gigiyena qoidalariga rioya qilish va refleksiv monitoringni yo‘lga qo‘yish prokrastinatsiyaning oldini olishning muhim yo‘nalishlari sifatida asoslanadi. Maqolada raqamli ta’limning imkoniyatlarini saqlab qolgan holda uning psixologik xavflarini kamaytirishga qaratilgan profilaktik yondashuvlar taklif etiladi.

Аннотация

В статье рассматриваются психологические особенности учебной прокрастинации студентов в условиях цифровой образовательной среды, факторы её формирования и основные профилактические подходы. Активное внедрение цифровых технологий в образование предоставляет студентам широкие возможности для оперативного поиска информации, дистанционного обучения и использования разнообразных образовательных ресурсов, однако одновременно создаёт дополнительные условия для рассеивания внимания и откладывания учебных задач. В рамках исследования цифровые отвлекающие факторы, ориентация на быстрое вознаграждение, недостаточная способность к самоконтролю, снижение академической мотивации, субъективное восприятие сложности учебной задачи и трудности управления временем в цифровой среде рассматриваются как значимые психологические детерминанты учебной прокрастинации. Особое внимание уделяется профилактическим возможностям формирования цифровой саморегуляции, развития навыков управления вниманием, структурирования учебной деятельности, соблюдения принципов цифровой гигиены и организации рефлексивного мониторинга. Обосновывается необходимость комплексного подхода, позволяющего сохранить образовательный потенциал цифровых технологий при одновременном снижении связанных с ними психологических рисков.

Abstract

This article examines the psychological characteristics of academic procrastination among students in the digital learning environment, its underlying determinants, and potential preventive approaches. The increasing integration of digital technologies into education provides students with extensive opportunities for rapid information retrieval, distance learning, and access to diverse educational resources. At the same time, the digital environment may create additional conditions for attentional distraction and the postponement of academic tasks. The study considers digital distractions, orientation toward immediate rewards, insufficient self-control, reduced academic motivation, subjective perceptions of task difficulty, and difficulties in managing time within digital environments as significant psychological determinants of academic procrastination. Particular attention is given to preventive strategies aimed at developing digital self-regulation, improving attentional control, structuring learning activities, maintaining digital hygiene, and implementing reflective self-monitoring. The article emphasizes the importance of an integrated preventive approach that preserves the educational potential of digital technologies while reducing their possible psychological risks for students’ academic behavior.

Kalit so'zlar: raqamli ta’lim muhiti, o‘quv prokrastinatsiyasi, psixologik determinantlar, raqamli chalg‘ituvchilar, o‘zini o‘zi boshqarish, akademik motivatsiya, diqqatni boshqarish, raqamli gigiyena, vaqtni boshqarish, refleksiya, psixologik profilaktika

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