The article examines the role of family and school environment in developing self-regulation skills in adolescents with symptoms of attention-deficit/hyperactivity disorder. Self-regulation is interpreted not as an innate “discipline” but as acapacity gradually formed through everyday relationships, predictable routines, emotionally safe correction, structured classroom tasks and coordinated adult support. The article proposes a culturally sensitive model designed for Uzbek families and schools, where respect for elders, educational aspiration and family cohesion may become protective resources when they are used as mentoring rather than pressure.
| Mualliflar | Dilnoza Axat qizi, Tursunova |
|---|---|
| Jurnal | Марказий Осиёда жамият, гендер ва оила – Общество, гендер и семья в Центральной Азии – Society, Gender and Family in Central Asia |
| Nashr sanasi | 2026-07-12 |
| Son | 2 |
| Betlar | 89-94 |
| Til | Ingliz |
| DOI | 10.65185/mojgo.vi.666 |
DOI: 10.65185/mojgo.vi.666 · Maqolaning asl sahifasi
подростковый возраст, саморегуляция, синдром дефицита внимания и гиперактивности, семья, школьная среда, исполнительные функции, эмоциональная регуляция, обратная связь учителя, стигматизация, adolescence, self-regulation, hyperactivity disorder, attention-deficit, family environment, school environment, executive functions, parental support, stigma, o‘smirlik, o‘zini o‘zi boshqarish diqqat yetishmovchiligi va giperfaollik, oila, maktab muhiti, ijro funksiyalari, emotsional regulyatsiya, stigma
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