Oliy Ta’lim Talabalarida Kognitiv Moslaşuvçanlikni Rivojlantirişning Psixologik Mexanizmlari
Year: 2026
Type: article
Abstract: This article provides a theoretical analysis of the psychological mechanisms underlying the development of cognitive flexibility among higher education students and examines its significance in intellectual functioning and the educational process. Particular attention is given to the interrelationship between metacognitive monitoring, reflective thinking, emotional stability, academic motivation, and self-regulation in the development of cognitive flexibility. The article also explores psychological factors that contribute to students' adaptation to changing learning environments, their ability to approach problems from multiple perspectives, and their capacity to make well-reasoned decisions. Based on theoretical analysis, the study discusses the potential of self-directed learning, problem-based activities, reflective exercises, and metacognitive strategies for fostering cognitive flexibility. Cognitive flexibility is conceptualized as an important psychological resource that supports students' intellectual development, academic engagement, and professional competence. The discussion highlights the practical relevance of integrating cognitive and metacognitive approaches into higher education to promote adaptive thinking and effective learning.
Author: VOHID TOLIPOVIÇ SAMADOV
Institution: Bukhara State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7224087947