<![CDATA[This article examines the traditions of character formation in adolescent literature and explores the ways in which young protagonists develop psychologically, emotionally, socially, and morally throughout literary works. Adolescent literature occupies an important position in the literary process because it reflects the transitional period between childhood and adulthood, when an individual begins to develop an independent worldview, personal values, social awareness, and a sense of identity. The formation of character in such works is generally represented through the protagonist’s interaction with family, peers, society, nature, and various life circumstances. Particular attention is given to the role of conflict, personal experience, social environment, independence, responsibility, and moral choice in shaping adolescent characters. The article also considers the artistic traditions through which writers reveal the inner world of young protagonists, including psychological description, dialogue, characterization, symbolism, humor, and the depiction of everyday life. Uzbek literature provides numerous examples of adolescent characters whose personalities are shaped by social realities and personal experiences. Works such as G‘afur G‘ulom’s Shum Bola demonstrate how humor, adventure, hardship, and social interaction can be used to represent the psychological development of a young person. The study argues that the tradition of character formation in adolescent literature is based on the representation of a dynamic process rather than a fixed personality: the protagonist encounters difficulties, makes mistakes, learns from experience, develops independence, and gradually forms a personal understanding of life. Thus, adolescent literature performs not only an aesthetic function but also an important educational and psychological function by helping young readers understand themselves, their relationships with others, and their place in society.]]>
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