This study analyzes the relationship between reflective consciousness and professional identification in the development of psychology students, based on a new paradigmatic approach. Reflection, as a metacognitive process, is interpreted as a mechanism for students to consciously control, evaluate, and reorganize their own activities. Effective pedagogical mechanisms for developing reflective thinking, integrated with a competency-based approach, are substantiated. The research findings indicate that reflective consciousness is one of the main determinants in the formation of professional identification among psychology students.
| Mualliflar | Shukurova, Nargiza, Шукурова, Наргиза, Shukurova, Nargiza |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2026-04-25 |
| Jild | 7 |
| Son | 4/S |
| Betlar | 612-616 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol7-iss4/s-pp612-616 |
DOI: 10.47689/2181-1415-vol7-iss4/s-pp612-616 · Maqolaning asl sahifasi
рефлексивное сознание, профессиональная идентификация, метакогниция, компетентностный подход, рефлексивное мышление, студент-психолог, профессиональное развитие, reflective consciousness, professional identity, metacognition, competency-based approach, reflective thinking, psychology student, professional development, reflektiv ong, kasbiy identifikatsiya, metakognitsiya, kompetensiyaviy yondashuv, reflektiv tafakkur, psixolog talaba, professional rivojlanish
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar