Volume 03 Issue 09-2023
85
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
85-89
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
The psychological well-being of a child throughout his time in primary school is largely determined by how
successfully his school adaptation was. Successful adaptation to school is due to a high level of school
readiness.
K
EYWORDS
Adaptation, maladjustment, learning, psychological well-being, emotional overload, school neuroses,
aggression.
I
NTRODUCTION
Psychological adaptation to school is expressed in
one way or another in any child. Any first-grader
is faced with subjectively difficult circumstances
to which they have to get used, with a new group
of children where they have to build relationships
anew, with tasks that have to be solved for the
first time. The psychological well-being of a child
throughout his time in primary school is largely
determined by how successfully his school
adaptation was. Successful adaptation to school is
due to a high level of school readiness. According
to most authors, adaptation to school takes,
depending on the child’s level of school readiness
and a number of other circumstances, from two
weeks to two months. If during this period the
non-adaptive phenomena characteristic of the
beginning of schooling have not passed, it is
legitimate to talk about a violation of school
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Research Article
PSYCHOLOGICAL CAUSES OF EMOTIONAL PROBLEMS IN
SCHOOLCHILDREN
Submission Date:
September 11, 2023,
Accepted Date:
September 16, 2023,
Published Date:
September 21, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-09-15
Askarova Nargiza Abdivalievna
Tashkent University Of Applied Sciences. Associate Professor, Doctor Of Philosophy In Psychology,
Uzbekistan
Volume 03 Issue 09-2023
86
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
85-89
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
adaptation. The symptom complex of difficulties
associated with adaptation at school is called
psychogenic school maladjustment in the
literature.
The most significant component of PSD is
negative emotions associated with school. Among
them, the most common are: fear as an emotional
response to a threatening stimulus; anxiety as a
premonition of danger, a vague feeling of
uneasiness; aggression as a manifestation of
hostility in the child’s feelings
- antagonism,
unfriendliness, hostility, hatred. Negative
emotions towards school arise under the
influence of a number of factors. These include
negative experiences in attending preschool
educational institutions or the lack of such
experience, low levels of school readiness, and
emotional problems in preschool age. But each of
these factors by itself does not necessarily lead to
the occurrence of PSD. Psychologists express
different opinions about the nature of PSD - it is
considered as a result of objective learning
difficulties that the child is forced to cope with
(didactogeny), as the consequences of a negative
attitude or incorrect behavior of the teacher
towards the child (didaskalogeny), as a result of
the interaction of didactogeny and the
constitutional characteristics of the child. There is
also a complex point of view on the nature of PSD,
according to which this symptom complex of
difficulties is considered as a result of the
influence of many factors on the child, among
which it is impossible to single out one main one.
This point of view is considered the most flexible,
allowing to take into account a maximum of
various causes of this phenomenon. The main
options for PSD are:
–
unformed elements and skills of educational
activities;
–
lack of formation of learning motivation;
–
inability to voluntarily regulate behavior;
–
inability to adapt to the pace of school life.
Many signs of PSD have the appearance of
neurotic symptoms, therefore, along with this
term, it is used in the literature as an alternative
name “school neuroses”. Sometimes they appear
as a symptom complex. For example, a child may
have fears about school, an acute reluctance to go
to school in the morning, crying, nausea,
asthmatic or skin reactions. Sometimes PSD looks
like a neurotic monosymptomatic that catches
everyone's eye. Several years ago, when not all
Russian schools had yet switched to the 1
–
4
program, in one state school-gymnasium the
elementary school worked on the 1
–
3 system.
There were strict age restrictions for admitting
children to this gymnasium - due to the great
complexity of the programs and high
requirements for school readiness, children
under 7 years old were not accepted there. The
parents of the boy, who was 6 and a half years old
when he started school, showed enviable
persistence and literally forced the school
administration to admit the child to 1st grade.
Despite good intellectual readiness for school, the
child was not sufficiently prepared for learning on
a personal level and, moreover, did not have high
emotional
stability.
Emotional
overload
associated with the increased complexity of
educational programs and high demands on
Volume 03 Issue 09-2023
87
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
85-89
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
children led to the emergence of school
maladaptation, which, at first impression, was a
neurotic monosymptomatic. Towards the end of
the second quarter, the boy, sitting in the
classroom by the window, began to chew the
curtains. No other manifestation of his emotional
problems was so vivid. The parents had to take
the child out of school.
Social factors of school adaptation. The most
important factor ensuring a child’s adaptation to
school is the teacher’s attitude towards him. It is
well known that the position of a junior
schoolchild in a group is determined to a decisive
extent by the teacher’s attitude towards him. A
teacher’s friendly, even, accepting attitude
contributes to the child’s successful adaptation to
school. The outstanding American psychologist E.
Erickson spoke about the enormous importance
for the development of a child’s personality at
school age of communication with a teacher who
can be trusted. The child’s family also plays a huge
role as a factor in psychological adaptation to
school and as a factor in psychological well-being.
Parental attitude, in which a first-grader receives
emotional support, understanding of his
difficulties, and sympathy in case of failure,
contributes to the development of self-confidence
and adequate self-esteem in the younger student.
A family with confused intra-family relationships
is unfavorable for the psychological well-being of
a child, in which he is required to completely
submit to the demands of society, and is punished
for non-compliance with external requirements.
The mechanism by which such a family has a
negative impact on the formation of the child’s
educational activity is considered by the famous
family psychotherapist A. Ya. Varga: “Suppose a
child has some problems at school, and they often
happen at the beginning of education, because the
first class is a great stress for a child, especially if
his lifestyle before school was gentle.
If a child has not been to any kind of child care
institution before school, and then finds himself
in a regular class where there are 30 children and
the teacher calls the children by their last names,
then this situation is very difficult for the child. In
this case, he may not be able to cope with the
family's demands to be successful. An
unsuccessful child does not receive support and
help in the family, because there are no internal
rules; all family rules are attached to social ones.
In such a family, the teacher is always right, an
adult cannot be criticized, if he gets a bad mark, it
is his own fault, etc., etc. And then it only gets
worse, because in this case the child has no
opportunity to overcome his difficulties. Adults
do not help him, do not give him emotional
support, do not instill confidence in his strength,
but only increase the burden of failure. The price
for this is the end of the child’s cognitive activity
in general.” It should be noted that in such a
family all its members suffer. For this reason, it is
likely that there is simply no one in the family to
provide emotional support to the first-grader,
while he needs it. Thus, the difficulties of school
adaptation of a first-grader with normal
intelligence, in which the child can successfully
study at school, indicate that the child needs
emotional support and attention from the
teaching staff and the school psychologist.
Volume 03 Issue 09-2023
88
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
85-89
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
Emotional problems in primary school age. There
are several groups of children who have a higher
risk of emotional disorders. These include, first of
all, anxious and aggressive children. Anxiety
begins to become a stable personality trait at
primary school age. During primary school,
situational anxiety, i.e. the tendency to experience
anxiety in a certain situation, which can actually
cause such emotions, begins to be fixed in the
personality structure, i.e. becomes personal
anxiety. In preschool age, the prerequisites for the
formation of personal anxiety arise with an
authoritarian style of raising a child, combined
with a high level of aspirations and expectations
of parents in relation to the child, and with
overprotection, when anxious parents reproduce
this quality in their child.
If one of the parents is anxious and shows
exaggerated concern for the child, his life and
health, this gives rise to a feeling of instability in
the world around him, a premonition of danger
approaching from all sides. The child is afraid to
live and go beyond the usual relationships,
focusing only on the family. But with artificial
restrictions on the child’s social experience, the
family does not provide him with the experience
of reliability and security. Hence the feeling of
defenselessness, lack of self-confidence, and high
anxiety. Even more often, children become
anxious when they are presented with
unbearable demands in the family, show
irritation more often than anxiety, and constantly
and openly express dissatisfaction with their
behavior. A trait unfavorable for the development
of personal anxiety is a combination of such child
character traits as vulnerability, increased
impressionability, and suspiciousness. This
combination of traits appears for the first time
just when the child enters school; with this
combination, the risk of developing personal
anxiety increases. Early personal anxiety is
considered the result of a violation of the parent-
child relationship. It can manifest itself in the
absence of unconditional parental love, rejection
of the child for who he really is - ugly, not very
smart, too playful or, conversely, quiet and
withdrawn. But usually anxiety increases sharply
during preparation for school. Parents, who
previously did not react to what the child is doing,
begin to make too high demands on him.
Expecting great success, they become nervous
and irritated by the lack of it. Anxious children
perform below their abilities in first grade, and
some may become academic failures.
The transition from primary to secondary school
is associated with significant emotional stress for
a child. Many children at this time have anxious
expectations of failure in learning. Research by
psychologists shows that the least emotionally
well-off are two groups of children - those who
studied with excellent grades and those who did
poorly. The former is characterized by anxious
expectations associated with a possible drop in
academic performance due to learning difficulties
in secondary school, and the fear of losing a high
group status. Low-achieving children fear a
deterioration in their already low educational
achievements. An increase in anxiety at this age is
also caused by fundamental changes in the social
situation of development. So, when moving from
Volume 03 Issue 09-2023
89
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
09
Pages:
85-89
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
primary to secondary school, the number of
children with high anxiety increases. When
working with children with severe anxiety,
psychologists use questionnaires to find out what
aspects of school life cause anxiety in the student
and how much school anxiety is expressed in the
child compared to other types of anxiety.
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