JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Mirsaitova Go`zal Baxodirovna
Teacher at secondary school No. 26 in Nurafshan, Tashkent region
FORMING POSITIVE ATTITUDINAL METHODS IN PRIMARY SCHOOL
STUDENTS
Abstract:
One of the most important stages in a student’s educational journey is the primary
education phase. During this period, it is the duty of every teacher and psychologist to help shape
positive attitudes and high moral and human qualities in children. This article provides several
recommendations on how to accomplish this vital task.
Keywords:
Positive attitudes, personality, traits, primary school, character, environment, early
school years, teacher, school conditions, moral consciousness, student.
Introduction
Educational activity for primary school students must create not only conditions for the
development of cognitive processes but also for the formation of positive personal qualities. The
child's personality continues to develop during this period. A student’s academic success in
school serves as a solid foundation for their future psychological development and personality
formation.
As students transition into this new educational environment, they begin to develop a new
attitude toward learning. They start to understand the importance of good behavior and character,
and that these are duties to be fulfilled. A need arises in them to be a "good student." Throughout
grades 1 to 4, children’s moral consciousness undergoes significant changes, becoming richer in
values and more self-aware.
They begin to recognize their responsibilities, such as completing homework and following rules.
Often, primary students are interested in environmental and social topics not included in the
school curriculum. Their social interests, emotions, and concerns for their peers are reflected
even in their choice of games, which are not always given due attention.
Main Body
Interest and Motivation in Learning
Curiosity is a key expression of mental activity at this age. To raise responsible and patriotic
individuals, fostering openness, trust, and readiness to complete a teacher's assignments is
critical. In the early years, interest in learning—particularly acquiring knowledge and intellectual
curiosity—becomes increasingly prominent.
Psychologists note that younger students initially show interest in individual facts and
phenomena, while by grades 3 and 4, they begin to explore causes, patterns, and
interrelationships. At this point, their motivation to study becomes more differentiated.
However, some negative characteristics may hinder learning at this age:
Lack of practical outcomes from their interest;
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Instability and dependence on circumstances;
Quick boredom with tasks and mental fatigue;
Poorly understood preferences (they may not know what or why they like something).
These factors can lead to a superficial attitude toward school if not addressed. Early in primary
education, interest tends to center on the external aspects of school, but gradually shifts to results,
then to the process itself, and finally to methods of acquiring knowledge.
Understanding the social significance of education must be reinforced by interest in the content
and methods of learning. This helps avoid motivation loss in later grades. Cognitive motives shift
from isolated facts to principles and laws. Psychological research shows that by mid-primary
years, students may become interested in how knowledge is acquired, and also begin to develop
independent learning motives—though often still in simple forms, such as occasionally reading
additional books.
Social and Emotional Development
Social motivation transitions from a general understanding of the importance of learning to a
more personal comprehension of its necessity. At first, these motives are situational—like the
desire to please the teacher—but later become internalized. Even when criticized, young students
often continue to value and trust their teachers.
Children also seek to gain a respected position among their peers, and gradually begin to rely on
their friends' opinions. School life provides opportunities not only for academic achievement but
also for social development. A child's desire to succeed is often driven by a need to compare
themselves with others and come out on top.
The competitive spirit, seen even in preschool, becomes more pronounced during primary school
and early adolescence. Children assess themselves based on feedback from adults and peers.
Their self-esteem varies—some have high, appropriate, or low self-esteem—often based on their
achievements in various activities.
Traits such as trust, openness, and obedience make this a valuable period for shaping personality.
It is essential to guide children from being externally managed to self-management. Besides
academic activity, play, communication, and work significantly influence personality
development.
Fostering Independence and Responsibility
The primary years are crucial for establishing character traits linked to success. Students can
spend hours focused on their favorite tasks, which contributes to developing perseverance and
independence.
From this age, educational systems begin preparing students both practically and psychologically
for independent work. Positive attitudes toward labor are formed during this time—students
develop respect for work and workers, interest in useful tasks, and a sense of responsibility.
Initially, students may struggle with task execution due to clumsiness or a lack of motor skills,
but with repetition and clear instruction, they improve. Teachers must pay close attention to
students' work habits, providing individualized support and encouragement. Work becomes
meaningful only when it brings enjoyment.
JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
Independence develops in two main directions:
1.
Social context
– Influenced by the environment and the perceived value of independence.
2.
Individual characteristics
– Shaped by personal abilities, experiences, and peer
relationships.
Parents and educators play a vital role in fostering independence. Overprotection may lead to
submissiveness, while prematurely pushing independence can result in imitation or poor
decision-making due to lack of experience. Providing trust and assigning responsibilities is
critical for nurturing autonomy.
At ages 7–11, children become increasingly aware of their individuality. They value their names,
appearances, and how others perceive them—especially girls who start paying attention to their
facial features and div structure.
Research Results
As part of the research aimed at assessing learning motivation, attitudes toward school, and
emotional reactions, a study was conducted among second-grade students at School No. 26 in
Nurafshon, using a methodology proposed by N.G. Luskanova.
Results showed:
57%
of students (25–30 points) demonstrated high levels of learning motivation. These
students were characterized by strong cognitive motivation and a desire to complete tasks
successfully.
43%
(20–24 points) showed average levels of learning motivation. This group also
performed academic tasks relatively successfully.
These findings suggest that during the learning process, students begin developing the ability to
self-regulate their behavior and decision-making. Their interest in knowledge acquisition
strengthens, and motivation becomes increasingly influenced by their peers and social context.
Conclusion
In addition to nurturing thinking skills, educators must help students set meaningful goals and
make well-reasoned decisions. Teaching children to evaluate their actions morally lays the
foundation for developing a sense of responsibility and patriotism.
Personality traits observed at ages 5–6 continue to develop and solidify during the primary years.
By early adolescence, many personal qualities are already formed. Cognitive skills,
competencies, and talents begin to emerge by grades 3–4, making the foundation for lifelong
success.
Instilling the motive for achievement during these formative years enhances other developmental
capacities, confirming the critical role of primary education in the holistic growth of a child.
References
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The importance of integrative-innovative approaches in the mental
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JOURNAL OF IQRO – ЖУРНАЛ ИҚРО – IQRO JURNALI – volume 17, issue 01, 2025
ISSN: 2181-4341, IMPACT FACTOR ( RESEARCH BIB ) – 7,245, SJIF – 5,431
ILMIY METODIK JURNAL
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