https://ijmri.de/index.php/jmsi
volume 4, issue 3, 2025
481
DIAGNOSTIC INDICATORS OF THE LEVEL OF CREATIVE COMPETENCE IN
PRIMARY GRADE STUDENTS
Sanobar Siddikova Khaidarovna
Teacher of the Department of Theory of Pedagogical Education,
Faculty of Pedagogy and Psychology, Jizzakh State Pedagogical University
240 primary school students and 80 parents from secondary schools in Jizzakh, Samarkand and
Syrdarya regions participated in the experimental process of our study.
During the experimental process, diagnostics of the components of the creative potential of
primary school students: motivational, cognitive activity, creative, intellectual development were
carried out. The study used the methods of N.G. Luskanova "Assessment of the level of
motivation for reading in primary school students" and G.Yu. Ksenzova "Determination of
reading-cognitive interest". Also, in the study, in order to diagnose the level of development of
the creative component of students, in order to determine the level of divergent (different,
original thinking) thinking and independent development, an adapted and partially modified
version of the “Divergent (creative) thinking” test developed by F. Williams was used, and in our
study, it was processed through observation, interviews with parents of students, analysis of
questionnaires, tests, expert evaluation, document analysis, and mathematical statistical methods
of processing materials, and results were obtained.
N.G. Luskanova's method “Assessment of school motivation of primary school students”
consists of 10 questionnaires aimed at studying the student's attitude to school, learning and the
school environment, and the assessment was carried out on a point basis. A total of 310 students
were included in the study. A response indicating a positive attitude of the child to school and
their preference for learning situations is scored 3 points, a neutral response is scored -1 point. A
negative answer is assigned 0 points. Depending on the value of the total score, 5 main levels of
school motivation are distinguished:
-25-30 points - high level of school motivation, academic
activity;
-20-24 points - good motivation towards school;
- 16-19 points - positive attitude towards school, but more emphasis is placed on extracurricular
activities;
- 10-14 points - low motivation towards school;
- less than 10 points - negative attitude towards school, school maladjustment.
The results show that 31.5% of students showed good school motivation, 24.2% high motivation,
21.6% low motivation and 4.5% negative motivation. This situation made it possible to identify
groups of students who, based on the attitude of the studied students to school and educational
activities, are taught with different approaches and teaching methods to develop their creative
potential. In addition, the low motivation of some categories of students to school and study and
the negative level of motivation for students hinder the successful development of creative
thinking and reasoning, leading to a decrease in their desire to discover new knowledge and
achieve educational goals. Therefore, with such students, the class teacher, parents and the entire
school administration require special activities and necessary measures to increase the level of
motivation for school and study in children. This requires children to be interested, involved in
the educational process, and in the process, all educational activities should be aimed at
developing their creative potential.
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volume 4, issue 3, 2025
482
Expression of the level of motivation for school in students
The purpose of the "Staircase of Motives" method used in our study is to determine the ratio of
social and cognitive motives of teaching students. In this case, two types of learning motives in
the form of a student ladder are distinguished:
Cognitive motives:
-cognitive orientation aimed at mastering new knowledge;
-process orientation to the learning process;
-result-based - effective orientation in teaching;
-orientation to mastering the method of learning.
As can be seen from the results obtained in studying the level of cognitive motives in students,
the scale of "general orientation to the learning process" showed a high level (37.2%).
Accordingly, the scales of “cognitive orientation towards the acquisition of new knowledge”
(30.0%), “result-based - effective orientation in teaching” (17.6%) and “orientation towards the
acquisition of knowledge methods” (15.2%) showed the following indicators. The above
situations indicate that at first glance, the high levels of “general orientation towards the learning
process” and “cognitive orientation towards the acquisition of new knowledge” in students seem
good, but the low levels of the scales of “result-based - effective orientation in teaching” and
“general orientation towards the learning process” lead to a decrease in the effectiveness of the
student in acquiring knowledge and the ability to use effective methods in acquiring knowledge,
and may have a negative impact on the effectiveness of learning. It is no secret that the search for
new methods of knowledge and learning based on results is one of the important psychological
and pedagogical factors in the formation of students' learning and creative activity. Based on this,
it can be noted that it is appropriate to develop students' creative abilities in the primary grades,
starting from the primary school, through the pursuit of effectiveness in acquiring knowledge,
and through a creative approach to learning.
REFERENCES:
1. Matyushkin A. M. Some problems of the psychology of thinking. "Psychology of thinking".
Collection of translations from English and German, edited by A. M. Matyushkina. M., 1965.
2. Muhammadjonov A. School and pedagogical thought of the Uzbek people of the XIX–early
XX centuries. Tashkent, "FAN"., 1978. – 44 p.
3. Karimova V.M., Sunnatova R.I., Tojiboeva R.N. Independent thinking: (A textbook for
students of academic lyceums and vocational colleges) – T.: Sharq, 2000. – 112 p.
5. Karimova V.M. Psychological technology of organizing debate lessons in the auditorium. – T.:
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