Volume 03 Issue 04-2023
74
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
04
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The issue of studying and developing responsibility is currently receiving more attention. Responsibility is the term
used to describe a person's subjective traits, the study and analysis of which is one of the pressing issues facing
contemporary psychology. This is mainly because it is crucial for a person to possess certain personal qualities that
guarantee not only adaptability to constantly changing economic, political, and social life but also the advancement
of an individual and, ultimately, society as a whole. Because of this, the intended goal of this article is to examine
teenagers' feeling of personal responsibility. According to the result of the research, it is important to educate
teenagers in the sense of responsibility for their behaviour.
KEYWORDS
Behaviour, a teenager, responsibility, economic, political, and social life.
INTRODUCTION
Teenage is a period that changes a person from
childhood to youth and, in turn, differs from other
periods in its relatively sharper, more complex course.
This period roughly corresponds to the children's 5th-
8th grade and is between the ages of 11-12 and 14-15. In
Research Article
A SENSE OF SELF-RESPONSIBILITY IN THE BEHAVIOR OF A TEENAGER
Submission Date:
April 20, 2023,
Accepted Date:
April 25, 2023,
Published Date:
April 30, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue04-12
Kurbaniyazov Makset
Senior Teachers Of The Faculty Of "General Pedagogical And Psychology, Nukus State Institute Named After
Azhiniyaz, Uzbekistan
Saparova Lisa
Senior Teachers Of The Faculty Of "General Pedagogical And Psychology, Nukus State Institute Named After
Azhiniyaz, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 04-2023
75
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
04
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
some children, this period can also be observed earlier
or later than 1-2 years [2,442-447].
The fact that teenage is a difficult, complex period is
associated with many psychological, physiological,
social factors. During this period, all aspects of
development will also change: the content essence of
the div, momentary, mental, moral, social, etc.
During this period, a serious change in the life of a child,
his psyche, physiological states of his organism, his
social status occurs. In most cases, different traditions
are observed in them, which are opposite to each
other. By this period, the child is no longer a "child",
and at the same time not yet a "Adult". His attitudes
towards himself and those around him are discovered
by a completely different character. The system of his
interests, social orientation is formed again, self-
awareness, assessment, values change. For him, the
importance of his "I" and that "I" increases [1].
MATERIAL AND METHODS
Teenagers begin to reevaluate the fundamental
qualities that make up an individual, with freedom and
responsibility playing a significant role. A teenager
faces more demands and engages in adult life to a far
larger extent than a younger schoolboy. A teenager
declares himself if he independently chooses and plans
responsible behavior, decides to commit actions that
will receive a social assessment, and assumes
responsibility for the consequences of these actions in
advance. A teenager is much more beginning to be
guided by the motives of public order in his educational
and social activities - a sense of duty and responsibility
to the team. The dignity of the individual is
demonstrated by his or her capacity for self-defense,
independence, and responsible behavior. The
community acknowledges the individual's right to exist
as a person, to be deserving of performing activities,
and to be deserving of being the object of social
activity.
The motive of the socially useful activity of a teenager
is personal responsibility, independence. Elementary
school has socially useful activities, but it is not
sufficiently developed. At different stages of
adolescence, the attitude towards socially useful
activities changes. Between the ages of 9 and 10, the
child will have a desire for self-affirmation and
recognition in the adult world. For children 10-11 years
old, the main thing is to assess their capabilities from
other people. Therefore, they pay attention to
activities similar to those performed by adults, looking
for something that brings real benefits and is
appreciated by the public. Gaining experience in
various types of socially useful activities activates the
need of children aged 12-13 to recognize their rights,
join society on the condition that they fulfill a certain,
important role. At the age of 14-15, a teenager seeks to
show his abilities, to occupy a certain social position
that satisfies his need for self-determination. Socially
Volume 03 Issue 04-2023
76
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
04
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
significant activity should be purposefully formulated
as the leading type of activity in teenage [1, 48-49]. A
special organization, a special construction of socially
useful activities involves the promotion to a new level,
the implementation of the installation of a teenager in
the "Me and society" system, the use of a variety,
including the highest form of communication, with
adults on the basis of moral cooperation.
Feldstein contends that when possibilities for socially
meaningful and socially accepted activities are absent,
options for instructional Teenagers' socially beneficial
activities are not organized, and interpersonal intimacy
and spontaneous group communication are the norm
[6, 75-76]. The transition from infancy to maturity,
which entails independence and responsibility, is the
social position of human growth at this age. In other
words, teenage is in between childhood and
adulthood. The degree of cognitive interests,
intelligence, and abilities change, changes take place at
the physiological level, and interactions with adults and
peers are formed differently. Spiritual and physical life
moves from home to the outside world, relations with
peers are built to a more serious level. Teenagers
engage in joint activities, discuss life topics, and games
remain in the past.
A child starts to develop elements of responsibility like
autonomy and volitional self-regulation when they
reach puberty. When a kid learns to make decisions on
their own and take responsibility for the outcomes of
those actions, the process of developing an integral
model of responsible behavior gets under way.
Teenagers' profound emotional sense of belonging to
society and their deeply personal embrace of its values
and beliefs are two ways in which their sense of
responsibility is expressed. Teenage is a time when a
person's social interest range broadens, their social
orientation develops, and they begin to see how they
might participate in society. In this regard, the
teenager begins to understand the difference between
responsibility as a universal moral principle and
responsibility as a socio-moral phenomenon, the
specifics of which are determined by the peculiarities
of the child's sphere of communication, specific types
of his activities.
The key factors for the successful formation of the
components of responsibility are:
•
the positive influence of adult authorities
(parents, teachers, older relatives and
relatives, authoritative peers);
•
the formation of moral and aesthetic norms
and rules in the child's mind is modeled on the
behavior of authoritative relatives;
•
the ability to make independent choices;
exercise constructive autonomy and make
important life decisions under the supervision
of parents and teachers [5].
Volume 03 Issue 04-2023
77
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
04
P
AGES
:
74-77
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
From all this it follows that during teenage comes an
important stage in the formation of volitional self-
regulation and autonomy of personality (sovereignty
of psychological space).
It is important to provide a teenager with a conscious
opportunity to express himself in independent activity
in a holistic contour of responsibility (freedom of
choice, compliance with the norm and awareness of
attribution of consequences). Responsibility education
takes place throughout a person's life. From early
childhood, receiving encouragement or punishment
for their actions, the child learns to behave responsibly.
However, adolescence is of particular importance for
the formation of various aspects of personality, and
especially volitional properties, which include
responsibility, as a special phase of mental
development of personality, the formation of
psychological maturity as a conscious regulation of
one's own behavior.
CONCLUSION
The problem of teenagers’ responsibility is connected
with the analysis of psychological and pedagogical
conditions of its formation. The main condition for the
formation of a child's responsibility is his achievement
of success, faith in his own strength. Control by adults
as children grow older is replaced by self-control, when
the student is able to analyze his behavior and
determine the measure of his responsibility. The habit
of taking responsibility for their duties is transferred to
activities that are not very interesting, but necessary.
Of great importance in the education of responsibility
is the personal example of parents and teachers, as
well as the problem of responsibility formation in the
practice of educational institutions.
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