KIRISH: mazkur maqolada talabalarda maqsadga yo‘naltirilganlik va akademik muvaffaqiyat o‘rtasidagi o‘zaro bog‘liqlik hamda ularning integratsion modeli ilmiy jihatdan tahlil qilinadi. Zamonaviy oliy ta’lim tizimida talabaning akademik muvaffaqiyati faqat bilim darajasi bilan emas, balki uning maqsad qo‘yish qobiliyati, ichki motivatsiyasi va o‘zini boshqarish strategiyalari bilan ham belgilanadi. Tadqiqotda maqsadga yo‘naltirilganlik nazariyalari, akademik motivatsiya va o‘zini boshqarish konsepsiyalari asosida talabalarning akademik natijalariga ta’sir etuvchi psixologik omillar tahlil qilindi. Empirik natijalar shuni ko‘rsatdiki, maqsadga yo‘naltirilganlik darajasi yuqori bo‘lgan talabalar o‘quv faoliyatida yuqori natijalarga erishadi. Shuningdek, maqsadga yo‘naltirilganlik, motivatsiya va o‘zini boshqarish o‘rtasida ijobiy korrelyatsiya mavjudligi aniqlanib, ularning integratsiyasi akademik muvaffaqiyatning muhim sharti ekanligi ilmiy asoslandi. MAQSAD: maqolaning asosiy maqsadi — talabalarda maqsadga yo‘naltirilganlik va akademik muvaffaqiyat o‘rtasidagi o‘zaro bog‘liqlikni tahlil qilish hamda ularning integratsion modelini ilmiy asoslash. MATERIALLAR VA METODLAR: tadqiqotda maqsadga yo‘naltirilganlik nazariyalari, akademik motivatsiya va o‘zini boshqarish konsepsiyalari asosida psixologik determinantlar o‘rganildi. Empirik kuzatuvlar va statistik tahlil metodlari qo‘llanildi. NATIJALAR VA MUHOKAMA: natijalar shuni ko‘rsatdiki, maqsadga yo‘naltirilganlik darajasi yuqori bo‘lgan talabalar o‘quv faoliyatida yuqori natijalarga erishadi. Motivatsiya va o‘zini boshqarish ko‘rsatkichlari bilan maqsadga yo‘naltirilganlik o‘rtasida ijobiy korrelyatsiya mavjudligi aniqlandi. Bu integratsion model akademik muvaffaqiyatning muhim sharti sifatida ilmiy asoslandi. XULOSA: talabalarda maqsadga yo‘naltirilganlik, motivatsiya va o‘zini boshqarishning integratsiyasi akademik muvaffaqiyatni ta’minlashda muhim omil hisoblanadi. Oliy ta’lim jarayonida ushbu psixologik determinantlarni rivojlantirish talabalarning o‘quv faoliyatini samarali tashkil etishga xizmat qiladi.
INTRODUCTION: this article analyzes the relationship between goal orientation and academic success among students, as well as their integrative model, from a scientific perspective. In the modern higher education system, students’ academic success is determined not only by their level of knowledge but also by their ability to set goals, intrinsic motivation, and self-regulation strategies. The study examines psychological factors influencing students’ academic outcomes based on theories of goal orientation, academic motivation, and self-regulation. The empirical results demonstrate that students with a higher level of goal orientation achieve better academic performance. In addition, a positive correlation between goal orientation, motivation, and self-regulation was identified, confirming that their integration is an essential condition for academic success. AIM: the primary objective of the article is to analyze the correlation between goal-orientation and academic success in students and to scientifically substantiate their integrative model. MATERIALS AND METHODS: psychological determinants were studied based on theories of goal-orientation, academic motivation, and self-regulation concepts. Empirical observation and statistical analysis methods were employed in the research. RESULTS AND DISCUSSION: the results demonstrated that students with a high level of goal-orientation achieve superior results in their educational activities. A positive correlation was identified between goal-orientation and indicators of motivation and self-regulation. This integrative model was scientifically substantiated as a vital prerequisite for academic success. CONCLUSION: the integration of goal-orientation, motivation, and self-regulation among students is a crucial factor in ensuring academic success. Developing these psychological determinants within the higher education process serves to facilitate the effective organization of students' learning activities.
ResearcherUz