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693
PERSONALITY THEORIES IN VARIOUS SCHOOLS OF PSYCHOLOGY
Azatova Feruza
Student of Karakalpak State University.
Joldasbayeva Nursulu
Student of Karakalpak State University.
Kuchkarova Shahnoza
Student of Karakalpak State University.
Davenova Sevara
Student of Karakalpak State University.
https://doi.org/10.5281/zenodo.15511006
Abstract.
This study provides information about psychological theories of personality
formation in various schools of psychology. It also describes the theories of personality formation
of scientists, the psychic functions and thoughts of a person in psychological development, and
examples.
Keywords:
Personality theories, psychological development, psychological functions,
personality activity, motive, psychic function.
HAR XIL PSIXOLOGIYA MAKTABLARIDA SHAXS NAZARIYALARI
Annotatsiya.
Ushbu tadqiqotda har hil psixologiya maktablarida shaxs shakllanishining
psixologik nazariyalari haqida ma’lumotlar keltirib o’tilgan. Shuningdek, olimlarning shaxsni
shakllantirish nazariyalari, psixologik rivojlanishida shaxsning psixik funksiyalari va fikrlari
misol qilib ta’riflab beriladi.
Kalit so’zlar:
Shaxs nazariyalari, psixologik rivojlanish, psixologik funksiyalar, shaxs
faolligi, motiv, psixik funksiya.
Introduction
In various schools of psychology, personality theories actively interact with the world
around them due to their activity. The activity of a person is understood as the impact that a person
has on the surrounding external environment. People's interests differ from each other in their
scope. There is also a category of individuals whose interests are focused only on one area.
In people belonging to another category, we can find interests directed to a number of areas,
disciplines, and objects. However, one of the interests in different areas, if it is possible to
rationally manage them, cannot negatively affect the other, the narrowness of interests can often
be assessed as a negative phenomenon, but at the same time their breadth can also be analyzed as
a defect. However, the development of a person into a well-rounded individual requires that the
scope of interests be not narrow, but wide. Interests are divided into stable and unstable types
depending on their level. A person with stable interests can maintain his inclination towards his
favorite subjects, objects, and events for a long time without changing. Therefore, interests that
emdiv human needs and begin to become a spiritual virtue of a person are called stable interests.
The behavior of a human being has its own motives. A motive is a tendency to some activity
related to the satisfaction of certain needs. If needs constitute the essence of a person's activity,
then motives are a manifestation of this essence. A person's needs are related to motives.
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Therefore, motives differ from each other depending on the type of need. Motives can be
understood and unthought-of. In an unthought-of motive, a person wants something, but cannot
imagine what that thing is. Each person acquires skills and habits along with knowledge. There
are several types of skills (writing, reading, walking, playing music, sports, etc.). Doing something
with a goal in mind depends on the skill. Skill is first performed consciously, and then automated
actions. Any skill can be formed as a result of repeated repetition. Skills can be simple and
complex. In addition to skills, a person also has habits. Habits are actions that have become
ingrained in a person's soul and become his need. The neurophysiological basis of skills and habits
is the mechanism of formation of a conditioned reflex. This conditioned reflex is not simple, but
consists of a complex of conditioned reflexes in the form of a dynamic stereotype, that is,
reinforced as a result of repetition. For example, a child has difficulty getting used to kindergarten,
because a dynamic stereotype is formed in them about the conditions there. Newly formed skills
depend on previously formed skills. If previous skills have a positive effect on the new one, then
the skill is strengthened. The problem of the structure of the personality goes beyond the scope of
its research. The creation and development of scientific ideas about the structure of the personality
is considered a necessary condition for a holistic theory, which has the ability to reveal aspects of
the social essence of man. For this reason, the fact that different opinions are expressed by
representatives of such disciplines as philosophy, pedagogy, and medicine regarding psychology
and its interpretation is a clear example of this. It is a legitimate fact that the most significant
scientific research on the structural approach to personality has been carried out in the science of
psychology, and the creation of a diverse model of personality structure is a clear proof of our
opinion. According to B.G. Anan'ev, the process of dividing psychological phenomena into
intelligence (intellect), emotion (emotion), and will is the initial manifestation of the experience
of the structural approach in human psychology, and its complexity has been recognized by many
psychologists. According to L.S. Vygotsky, human psychic functions can be divided into higher,
cultural, and lower, natural types. Because they are based on the expression of the interaction of
the first and second signal systems in the higher nervous activity of a person with education. The
main reason for the significant difficulty in developing a model of personality structure is
manifested in the existence of different points of view. They have a substantial and ideal and
psychological side to the structure of the personality, which is based on the research of V.M.
Banshikov. From the discussion it can be seen that in this case the "substantial side" of the
personality, in comparison with the somatic aspects that occupy it in everyday life, does not have
a separate reality as an independent structural component. Such an analysis indicates that we are
talking about individual reality. According to A.G. Kovalev, temperament indicates the
importance of natural characteristics. The upbringing of voluntary attention in the learning process
is of particular importance. The disciplinary effect of school classes, the need to sit in the
classroom during the lesson, to listen to the words of students.
Avoidance of distractions - all this plays a large role in the upbringing of voluntary
attention. All kinds of educational work require maintaining the focus and concentration of
consciousness on school lessons. Children's emotions are often strong. Therefore, their attention
is strong even if it lasts for a short time. The emotions of school-age children begin to be more
stable.
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Therefore, the teacher, enriching the reading material with emotional moments, thereby
helps to maintain the stability and strength of attention. A school-age student who is interested in
something can be attentive for a long time. But if the adult's control is reduced, he may become
distracted from completing the necessary task and engage in something else. Some children pay
attention in physical labor lessons, while others pay strong attention in mental labor. Students who
are very attentive in their favorite lessons can cause a lot of anxiety for the teacher in other lessons.
The attitude of students to the subject of study, their attentiveness to it, largely depends on
the ability to teach the student's educational material in a lively, emotional, interesting,
understandable, and at the same time complete and deep way. Failure to comply with these
requirements leads to students' distraction in the lesson or the emergence of secondary interests.
The cultivation of deep, stable interest in adolescents, the serious consideration of the
content of the lesson is a necessary condition for the cultivation of attention in them.
Conclusion
If psychological conditions are observed in personality theories, the adolescent quickly
acquires the ability to voluntarily control and stop his attention, despite some impulsive
(involuntary) actions that allow him to control his attention. He can force himself to do this if he
needs to do an uninteresting and difficult task with attention. For example, in relation to tasks
given in all subjects, the external expression of attention in adolescents also changes compared to
a child of primary school age. If the facial expression and posture of a primary school student
clearly determine how attentive he is, the adolescent can hide his inattention. Only the teacher can
determine this through observation.
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