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All Journal World Psychology Techno Agriculturae Studium of Research
Dilshod Tursunov
University of Central Asia
Agriculture, Biological Sciences & Forestry Education Social Sciences Other

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AGROECOLOGICAL STRATEGIES FOR BIODIVERSITY: PROMOTING SUSTAINABLE FARMING SYSTEMS THROUGH ECOLOGICAL INTERACTIONS Diana Sawen; Shahram Rahimov; Dilshod Tursunov
Techno Agriculturae Studium of Research Vol. 3 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/agriculturae.v3i3.4076

Abstract

Intensive agricultural expansion has contributed to biodiversity loss, soil degradation, and reduced ecosystem resilience, raising urgent concerns for sustainable farming systems. Agroecological strategies offer an alternative approach by emphasizing ecological interactions and biodiversity-based farming practices. This study aims to analyze the role of agroecological strategies in promoting biodiversity and enhancing sustainability in agricultural systems. A qualitative-dominant mixed-methods design is employed using comparative ecological analysis, secondary biodiversity datasets, and field-based qualitative observations. Data are analyzed through comparative indicators of species richness, soil organic matter, pollinator abundance, and ecosystem resilience across conventional and agroecological farming systems. Results indicate that agroecological systems significantly outperform conventional systems, with higher species richness (8.4 vs 4.1), improved soil organic matter (5.7% vs 2.3%), greater pollinator abundance (92 vs 35 units/ha), and enhanced ecosystem resilience (0.88 vs 0.54). Findings also demonstrate improved yield stability and stronger ecological interactions in diversified farming landscapes. The study concludes that agroecological strategies play a critical role in enhancing biodiversity and promoting sustainable farming systems by strengthening ecological interactions and reducing dependency on external inputs, thereby supporting long-term agricultural resilience and environmental sustainability.
THE ROLE OF EMOTIONAL REGULATION IN CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE IN PRIMARY SCHOOL STUDENTS Hafnidar; Dilshod Tursunov; Kabelo Dube
World Psychology Vol. 5 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v5i1.1220

Abstract

Emotional regulation has emerged as a critical component of students’ socio-emotional development, particularly in primary school settings where behavioral adjustment and academic engagement are essential for effective learning. In classroom contexts, students are required to manage emotions such as frustration, anxiety, and excitement while responding to instructional demands and social interactions. Understanding the role of emotional regulation is therefore fundamental to explaining variations in classroom behavior and academic performance among young learners. This study aims to examine the role of emotional regulation in predicting classroom behavior and academic performance in primary school students. A quantitative correlational research design was employed involving primary school students from upper elementary grades. Data were collected using standardized emotional regulation scales, teacher-rated classroom behavior instruments, and documented academic performance records. Statistical analyses included descriptive statistics, correlation analysis, and regression testing. The results indicate that emotional regulation is significantly associated with adaptive classroom behavior and positively related to academic performance. Emotional regulation also emerged as a significant predictor of classroom behavior and learning outcomes, highlighting its central role in supporting effective learning processes. The study concludes that emotional regulation is a foundational skill that influences how students behave and perform academically in primary school. These findings emphasize the importance of integrating emotional regulation development into instructional practices and educational frameworks to foster both behavioral adjustment and academic success.
Co-Authors Diana Sawen Hafnidar Hafnidar Kabelo Dube Shahram Rahimov