THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
10
PSYCHOLOGICAL CHARACTERISTICS OF STUDENT LIFE AND
THEIR IMPACT ON CAREER ORIENTATION
Ayakulov Ulug‘bek Abdug‘affor o‘g‘li
Guliston davlat pedagogika instituti
https://doi.org/10.5281/zenodo.16916991
Abstract.
This article explores the psychological characteristics of student
life and their impact on career orientation, focusing on the transitional period of
higher education. Drawing on theories of developmental psychology and
motivation (Maslow, 1943; Erikson, 1968; Deci & Ryan, 2000), as well as
empirical studies in Uzbekistan and internationally, the research highlights how
stress, identity formation, autonomy, and social influences shape students’
professional decisions. Findings show that while external factors such as
parental expectations and societal norms play a role, intrinsic motivation and
personal growth are the most significant predictors of sustainable career
orientation.
Keywords
: student period, psychological development, career orientation,
motivation, autonomy, Uzbekistan.
1. Introduction
The student period is widely recognized as a critical stage in personal and
professional development. Psychologists define this life phase as a period of
identity formation, cognitive maturity, and social integration (Erikson, 1968;
Arnett, 2000). Career orientation is deeply influenced by the psychological
features of this stage, including emotional stability, autonomy, and motivation.
According to Maslow’s (1943) hierarchy of needs, students begin to strive
for self-actualization once basic physiological and safety needs are met, making
career decisions not only a practical but also a psychological process. Similarly,
Deci and Ryan’s (2000) Self-Determination Theory underscores the importance
of autonomy, competence, and relatedness in fostering intrinsic motivation
during student years.
This study examines how the psychological characteristics of student life in
Uzbekistan affect career orientation, drawing parallels with international
findings.
2. Literature Review
2.1 Developmental Psychology Perspectives
Erikson (1968): Defines student years as the stage of identity vs. role
confusion. Successful resolution results in a stable career orientation and a
sense of purpose.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
11
Arnett (2000): Describes the student period as “emerging adulthood,”
marked by exploration in love, work, and worldviews.
Piaget (1972): Suggests that cognitive maturity at this stage allows abstract
thinking, essential for long-term career planning.
2.2 Motivational Theories
Maslow (1943): Students seek self-actualization, and career choice becomes
a path to achieving personal potential.
Deci & Ryan (2000): Emphasize autonomy, competence, and relatedness as
core components of career motivation.
McClelland (1961): Highlights achievement motivation, noting that students
with a high need for achievement show stronger persistence in career
orientation.
2.3 Empirical Studies
Nishimura (2017): Found that Japanese students’ motivation is closely tied
to autonomy and social relationships.
Karimov (2023): In Uzbekistan, intrinsic motivation was found to be more
stable than external motivators such as financial benefits.
Iskandarov & Iskandarova (2022): Reported that while external pressures
(parental expectations, societal norms) affect initial decisions, internal
motivation sustains long-term commitment.
Koyanagi et al. (2021): Demonstrated the role of social capital in reinforcing
academic and career motivation.
2.4 Research Gap
Although much is known about psychological development during student
years, there remains limited empirical work in Uzbekistan linking these
characteristics directly to career orientation. This study aims to address that
gap.
3. Methodology
Participants: 120 students of Gulistan State Pedagogical Institute, aged 18–
24, from various faculties.
Methods:
Survey: 20 Likert-scale questions measuring autonomy, stress
management, and career aspirations.
Interviews: 25 semi-structured interviews on personal challenges and
career goals.
Observation: Student participation in extracurricular clubs and volunteer
activities.
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
12
Analysis: Quantitative data analyzed with SPSS (correlation and chi-square
tests); qualitative data analyzed using thematic coding.
Ethical Considerations: Informed consent, anonymity, and voluntary
participation were ensured.
4. Results
4.1 Survey Findings
64% of students reported that personal interest and talent were the main
factors influencing their career choice.
41% acknowledged parental or societal influence in shaping career
decisions.
Autonomy correlated strongly with self-reported motivation (r = 0.71, p <
0.05).
53% stated that participation in extracurricular activities improved their
confidence in future career plans.
4.2 Interview Findings
Many students described the university period as a time of both stress and
self-discovery.Several participants emphasized the conflict between personal
aspirations and family expectations.
Students active in social and volunteer work expressed greater clarity
about career orientation.
4.3 Observation Findings
Students engaged in clubs and leadership activities demonstrated stronger
planning skills and higher resilience.
Passive students showed more uncertainty and reported higher stress
levels.
5. Discussion
The results confirm developmental and motivational theories:
1. Identity Formation: Consistent with Erikson (1968), students who
actively explore career options show less role confusion and stronger career
orientation.
2. Intrinsic Motivation: As Deci & Ryan (2000) suggest, autonomy and
competence are critical. Students with greater independence in academic tasks
reported higher motivation.
3. The Role of External Influences: While parental expectations were
significant, they often conflicted with students’ personal aspirations, echoing
findings by Iskandarov & Iskandarova (2022).
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
13
4. Social Capital: Participation in extracurricular activities reinforced
motivation and confidence, supporting Koyanagi et al.’s (2021) findings.
5. Stress and Resilience: Students who managed stress through active
engagement (clubs, volunteering) were more confident in career planning, in
line with Nishimura (2017).
For Uzbekistan, these results highlight the need for structured career
counseling, extracurricular engagement opportunities, and curricula that
promote autonomy and personal growth.
6. Conclusion
The study shows that the psychological characteristics of student life—
identity exploration, intrinsic motivation, autonomy, and social engagement—
are decisive in shaping career orientation. While external pressures remain
significant, fostering intrinsic motivation and resilience is crucial for long-term
success.
Introduce structured career counseling services.
Incorporate goal-setting and personal development modules into
curricula.
Expand extracurricular and volunteer opportunities to strengthen social
capital.
Promote autonomy and independent decision-making among students.
References
1.Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late
teens through the twenties. American Psychologist, 55(5), 469–480.
2.Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American
Psychologist, 55(1), 68–78.
3.Erikson, E. H. (1968). Identity: Youth and crisis. New York: W. W. Norton &
Company.
4.Iskandarov, S., & Iskandarova, M. (2022). Psychological aspects of professional
motivation among students in Uzbekistan. Journal of Education and Psychology,
6(2), 45–56.
5.Karimov, U. (2023). Intrinsic and extrinsic factors of student motivation in
Uzbek higher education. Uzbek Journal of Pedagogical Sciences, 4(1), 112–121.
6.Koyanagi, Y., Matsumoto, H., & Tanaka, K. (2021). Social capital and academic
motivation among Japanese students. BMC Psychology, 9(1), 112.
7.Maslow, A. H. (1943). A theory of human motivation. Psychological Review,
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THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
14
8.McClelland, D. C. (1961). The Achieving Society. Princeton, NJ: Van Nostrand.
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10.Piaget, J. (1972). The psychology of the child. New York: Basic Books.
