TALABALARDA STRESSGA BARDOSHLILIKNING PSIXOLOGIK OMILLARI

Ushbu maqolada talabalarda stressga bardoshlilikning psixologik omillari nazariy-tahliliy yondashuv asosida yoritilgan. Talabalik davrida akademik yuklama, baholash, vaqt tanqisligi, kasbiy noaniqlik, iqtisodiy va ijtimoiy bosimlar, yangi muhitga moslashish hamda shaxslararo munosabatlar stress manbalari sifatida namoyon bo‘lishi ko‘rsatib beriladi. Stressga bardoshlilik barqaror shaxs xususiyati emas, balki kognitiv baholash, o‘zini-o‘zi boshqarish, o‘z samaradorligiga ishonch, emotsional regulyatsiya, moslashuvchan koping strategiyalari, ijtimoiy qo‘llab-quvvatlash va ma’no yaratish jarayonlari o‘zaro ta’sirida shakllanuvchi dinamik psixologik resurs sifatida talqin qilinadi. Maqolada Lazarus va Folkman stress-koping modeli, Banduraning o‘z samaradorligi konsepsiyasi hamda rezilentlikka oid zamonaviy qarashlar talaba faoliyati sharoitiga mos ravishda tahlil qilingan. Shuningdek, stressga bardoshlilikni baholash va rivojlantirishda psixodiagnostika, psixologik trening, refleksiv ko‘nikmalar, vaqtni boshqarish, muammoni hal etishga yo‘naltirilgan koping va universitet miqyosidagi qo‘llab-quvvatlovchi muhitning o‘rni asoslangan. Nazariy tahlil natijasida talabalarda stressga bardoshlilikni shakllantirish individual va institutsional omillarni birlashtirgan kompleks yondashuvni talab qilishi xulosasi ilgari suriladi.

This article examines the psychological factors of stress tolerance in students based on a theoretical and analytical approach. It is shown that during the student period, academic workload, assessment, time constraints, career uncertainty, economic and social pressures, adaptation to a new environment, and interpersonal relationships are manifested as sources of stress. Stress tolerance is interpreted as a dynamic psychological resource that is formed through the interaction of cognitive assessment, self-management, self-efficacy, emotional regulation, adaptive coping strategies, social support, and meaning-making processes. The article analyzes the Lazarus and Folkman stress-coping model, Bandura's self-efficacy concept, and modern views on resilience in accordance with the conditions of student activity. Also, the role of psychodiagnostics, psychological training, reflexive skills, time management, problem-solving-oriented coping, and a supportive environment at the university level in assessing and developing stress tolerance is substantiated. As a result of theoretical analysis, the conclusion is put forward that the formation of stress tolerance in students requires a comprehensive approach that combines individual and institutional factors.