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Vol. 12 No. 06 (2025)
International Multidisciplinary Journal for Research & Development

Articles

CLASSROOM CLIMATE AND ITS PSYCHOLOGICAL DIAGNOSTICS IN EDUCATIONAL INSTITUTIONS OF UZBEKISTAN

Published 2025-06-22

  • Ergasheva Mazluma Xusan kizi

Ergasheva Mazluma Xusan kizi
Chirchiq State Pedagogical University Faculty of Pedagogy 2nd-year student, Practical Psychology department

Abstract

This study investigates the classroom climate and its psychological diagnostics in educational institutions of Uzbekistan. Classroom climate significantly influences students’ academic performance, motivation, and psychological well-being. Using a mixed-methods approach, the research involved administering the Classroom Environment Scale (CES) to 200 secondary school students and conducting interviews with teachers and school psychologists. The findings indicate that positive teacher support and peer relationships are critical factors in fostering a healthy classroom climate. However, challenges such as inconsistent assessment practices and limited use of culturally adapted diagnostic tools were identified. The study emphasizes the need for standardized, culturally sensitive methods to evaluate and improve classroom climate in Uzbek schools.

Keywords

Classroom climate, psychological diagnostics, educational institutions, student motivation, teacher support, Uzbekistan, school psychology, Classroom Environment Scale.

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References

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