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Psychohealth: Scientific Journal of Psychology and Mental Health
Published by Goodwood Publishing
ISSN : -     EISSN : 3123609X     DOI : https://doi.org/10.35912/psychohealth
Core Subject : Health, Science,
Medicine & Pharmacology Physics
Psychohealth: Scientific Journal of Psychology and Mental Health is an international, peer-reviewed scholarly journal dedicated to the advancement of knowledge in the fields of psychology and mental health. The journal provides an academic platform for researchers, academicians, clinicians, and practitioners to disseminate high-quality research addressing contemporary psychological and mental health issues across diverse individual, social, and clinical contexts. Psychohealth publishes high-quality scholarly works that reflect its interdisciplinary orientation, including empirical research articles, theoretical papers, systematic and critical review articles, and case-based studies. The journal aims to bridge psychological theory, research, and mental health practice by presenting studies that are relevant to both academic development and professional application. All manuscripts submitted to Psychohealth undergo a rigorous double-blind peer-review process, evaluated by at least two independent reviewers selected based on their expertise in the relevant areas of psychology and mental health. Editorial decisions are made solely on the basis of academic quality, originality, methodological rigor, and scientific contribution.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 11 Documents
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Psychological factors in the development of social-emotional competencies of primary school children Rahmatova Nasiba Sobirovna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 1 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i1.3553

Abstract

Purpose: This study aims to analyze the psychological factors that influence the development of social-emotional competencies in primary school children, emphasizing the role of empathy, self-regulation, cooperation, decision-making, and social responsibility in shaping personal growth and adaptability. Research Methodology: A qualitative and descriptive design was employed using questionnaires, interviews, observations, reflection diaries, and role-play tasks. The methods were applied to evaluate how family environment, school context, and teacher-student interactions affect children’s emotional-volitional qualities and social skills. Results: Findings demonstrate that social-emotional competencies form an integrated system rather than isolated abilities. Children with stronger empathy and self-regulation exhibit better cooperation and decision-making, leading to higher academic success and resilience. Environmental determinants—family support, classroom climate, and peer relations—emerged as decisive factors for strengthening these competencies. Structured interventions such as emotional literacy training and cooperative learning tasks were found to significantly enhance self-awareness, emotional control, and interpersonal relationships. Conclusions: The development of social-emotional competencies is central to holistic child development. Schools, families, and psychological services must collaborate to systematically integrate social-emotional learning into educational practice, ensuring sustainable academic and personal outcomes. Limitations: The study mainly focuses on psychological and educational settings in primary schools, without large-scale quantitative validation across broader populations. Contribution: This research contributes to educational psychology by providing practical recommendations for integrating social-emotional learning strategies, offering insights for teachers, parents, and policymakers to foster resilience and life skills in children.
Psychological factors affecting the adaptation of preschool children to the social environment: The role of family and kindergarten environments Nazаrova Dilnoza O‘razalievna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 1 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i1.3554

Abstract

Purpose: This study aims to identify the key psychological factors that influence preschool children’s adaptation to their social environment. Special emphasis is placed on the role of family and kindergarten settings in shaping personality development, emotional balance, and communication skills. Research methodology: The research employs a qualitative-descriptive approach, synthesizing existing psychological and pedagogical literature, along with practical observations from early childhood education contexts. Data sources include theoretical frameworks, empirical studies, and case-based insights from family and preschool environments. Results: The findings reveal that parenting style, parental emotional support, and consistent attention are critical for children’s emotional stability and self-confidence. Likewise, pedagogical practices in kindergarten, peer relationships, and interaction with educators play a significant role in strengthening communication skills and encouraging social activity. These combined factors create a supportive environment that enables smoother adaptation to new social conditions. Conclusions: Successful adaptation in early childhood relies on the synergy between family involvement and educational settings. The alignment of parenting practices and pedagogical approaches provides a foundation for personality growth, social competence, and emotional resilience in children. Limitations: The study is limited by its reliance on secondary sources and lacks longitudinal data to measure adaptation outcomes over time across diverse cultural settings. Contribution: This research provides practical recommendations for preschool educators and psychologists to design strategies that enhance children’s adaptation, thereby improving early childhood education quality and long-term social development.
Pedagogical conditions for ensuring cognitive-emotional integration in medical education Kudratova Dildor Hikmatovna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 2 (2025): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i2.3637

Abstract

Purpose: This study aims to identify and substantiate the pedagogical conditions that ensure cognitive-emotional integration in medical education, emphasizing the balance between intellectual development and emotional intelligence for the formation of empathetic, competent, and ethically responsible healthcare professionals. Methodology: A mixed-method design combining theoretical and empirical approaches was employed. The research involved 120 medical students divided equally into experimental and control groups. Data were collected using instruments such as the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT), Jefferson Scale of Physician Empathy (JSPE), and Reflection Questionnaire. Experimental interventions included reflection-based learning, empathy simulations, and emotionally engaging teaching strategies. Results: Findings revealed significant improvements (p < 0.05) in the experimental group in emotional intelligence (+24%), empathy (+22%), and reflective ability (+27%) compared to the control group. Qualitative data indicated enhanced motivation, emotional regulation, and professional identity formation, confirming that emotional engagement deepens cognitive understanding and ethical awareness. Conclusion: Cognitive-emotional integration effectively harmonizes rational and affective learning, strengthening both professional competence and emotional resilience. The developed pedagogical model fosters holistic development, aligning with humanistic and experiential learning theories. Limitations: The study was limited to one academic semester and a single institution, suggesting the need for longitudinal and cross-cultural validation. Contribution: This research contributes a validated pedagogical model that unites cognition and emotion, offering actionable strategies for medical educators to cultivate emotionally intelligent, reflective, and compassionate physicians.
Psychological determinants of procrastination in the formation of students' independent learning activity Razakov Farhod Kuvandikovich
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 1 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i1.3644

Abstract

Purpose: This study aims to examine the psychological determinants of procrastination in the process of developing students’ independent learning activities. It focuses on how procrastination, as a conscious delay in task completion, is linked to academic motivation, self-regulation, and time management. Research Methodology: A qualitative-descriptive approach was employed, drawing on a review of contemporary psychological and educational literature. The analysis integrates cognitive, emotional, and social perspectives to understand the underlying causes of procrastination and its implications for independent learning. Results: The findings reveal that procrastination is strongly associated with deficits in time management skills, low intrinsic motivation, and poor emotional regulation. Social influences, such as peer pressure and learning environment, also play a significant role. These factors collectively hinder the effectiveness of independent learning by reducing persistence, focus, and academic achievement. Conclusions: Procrastination acts as a barrier to effective self-directed learning. Addressing cognitive distortions, fostering emotional resilience, and enhancing self-regulation are essential to reducing procrastination levels and improving independent learning outcomes. Limitations: The study is limited by its reliance on literature-based analysis rather than empirical testing. Future research should employ longitudinal and experimental designs to measure causal relationships between procrastination and learning effectiveness. Contribution: This article contributes to educational psychology by highlighting the interplay between psychological factors and learning behavior, offering practical recommendations to support students’ self-directed learning.
Psychological characteristics of preventing deviant behavior among minors Rakhmonova Dildora Zayniddinovna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 2 (2025): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i2.3648

Abstract

Purpose: This study aims to analyze the psychological characteristics underlying the prevention of deviant behavior among minors. It seeks to identify the emotional, cognitive, and social factors influencing behavioral deviation and to propose effective preventive strategies grounded in psychological development and social adaptation. Methodology: A mixed-method design combining quantitative and qualitative approaches was used. Data were collected through psychological assessments, structured interviews, and behavioral observations. The study involved minors exhibiting risk factors for deviance and examined variables such as family dynamics, emotional intelligence, empathy, and self-regulation. Preventive interventions included counseling, group training, and emotional education sessions. Results: Findings revealed that emotional instability, poor self-regulation, and dysfunctional family environments were primary predictors of deviant behavior. Participation in psychological training led to significant improvements in empathy, emotional control, and cooperative behavior. The results demonstrated that early preventive interventions focusing on emotional intelligence and family engagement effectively reduce antisocial tendencies. Conclusion: Deviant behavior among minors originates primarily from emotional and psychological disbalance. Prevention must therefore emphasize empathy, self-control, and family-based support as core components of psychological education. Limitations: The study’s sample was regionally limited, and cultural factors were not deeply examined, restricting generalization. Contribution: This research offers a comprehensive framework for integrating psychological prevention into education systems, highlighting the importance of emotional intelligence, family involvement, and school-based interventions in promoting moral and social development among minors.
Psychological characteristics of developing geographical thinking in students Narzullayev Nuriddin Homitovich
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 2 (2025): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i2.3650

Abstract

Purpose: This study aims to examine the psychological characteristics that shape the development of geographical thinking among students, emphasizing the interplay between cognitive, emotional, and motivational factors. It seeks to identify effective psychological and pedagogical approaches that enhance analytical, creative, and environmental awareness through geography education. Methodology: The research employs a qualitative-descriptive approach supported by psychological and pedagogical analyses based on the theories of Vygotsky, Piaget, Bruner, Leontiev, Ausubel, and Gardner. Observations, diagnostic tests, surveys, interviews, and experimental teaching sessions were conducted to evaluate cognitive development, emotional engagement, motivation, and spatial reasoning across various age groups. Results: Findings reveal that geographical thinking develops most effectively in psychologically supportive and interactive learning environments. Emotional balance, intrinsic motivation, and individualized teaching approaches significantly enhance students’ spatial reasoning and problem-solving skills. The integration of visual aids, maps, and real-life examples strengthens long-term memory and analytical thinking. Furthermore, social interaction and collaborative learning stimulate critical and creative thought, transforming students into active participants in the learning process. Conclusion: The formation of geographical thinking is a multidimensional process rooted in cognitive, emotional, and motivational harmony. Teachers play a vital role by fostering motivation, empathy, and psychological comfort, enabling students to connect geographical concepts with real-world understanding and ethical awareness. Limitations: The study’s qualitative design limits statistical generalization and focuses primarily on school-based learning contexts. Contribution: This research contributes to educational psychology by integrating psychological principles into geography education, offering practical insights for teachers to enhance students’ intellectual, emotional, and environmental consciousness through active and meaningful learning.
Psychological mechanisms for enhancing women's social engagement in the context of new Uzbekistan reforms Huseynova Abira Amanovna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 1 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i1.3651

Abstract

Purpose: This study aims to analyze the psychological mechanisms that enhance women’s social engagement within the framework of the New Uzbekistan reforms. It particularly focuses on factors such as self-efficacy, emotional regulation, recognition, leadership, and social support, which empower women to actively participate in social, economic, and political life. Research Methodology: The research adopts a qualitative-descriptive approach by synthesizing policy reviews, theoretical perspectives, and relevant empirical studies on women’s empowerment and civic participation in Uzbekistan. Data were collected from scholarly publications, governmental reports, and reform policy documents, followed by thematic analysis to identify core psychological and institutional factors. Results: The findings reveal that institutional reforms in Uzbekistan have created favorable conditions for gender equality and civic involvement. Within this context, psychological mechanisms such as self-efficacy, resilience, and leadership capacity help women strengthen motivation, regulate emotions, and sustain active participation. The interaction between supportive institutions and psychological resources significantly contributes to enhancing women’s adaptability and social influence. Conclusions: Women’s empowerment in New Uzbekistan is shaped not only by reforms and institutional frameworks but also by psychological processes that build resilience and leadership. Inclusive pedagogical and policy approaches that acknowledge women’s psychological strengths can accelerate social transformation and gender equality. Limitations: The study is primarily conceptual and relies on secondary data, which may limit generalizability and the ability to capture individual lived experiences. Contribution: This study shows how reforms and psychological resources foster women’s empowerment and civic participation, guiding effective strategies for development.
Psychological mechanisms for enhancing creativity in future music teachers Rajabov Azamat Sharifovich
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 1 (2025): May
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i1.3652

Abstract

Purpose: This study aims to explore the psychological mechanisms that foster creativity among future music teachers. It particularly examines how emotional intelligence, cognitive flexibility, self-efficacy, and intrinsic motivation interact to enhance creative potential during teacher preparation programs. Research methodology: A mixed-method approach was employed, combining quantitative surveys and qualitative interviews with 120 music education students from three universities. Standardized instruments measured emotional intelligence, self-efficacy, and cognitive flexibility, while semi-structured interviews captured students’ perceptions of creativity development in pedagogical contexts. Data were analyzed using multiple regression and thematic coding to identify significant predictors and underlying psychological processes. Results: Findings reveal that emotional intelligence and intrinsic motivation are the strongest predictors of creative engagement, while cognitive flexibility mediates the relationship between self-efficacy and creative outcomes. Students who received reflective and autonomy-supportive instruction reported higher creative performance and stronger intrinsic drive. Conclusions: Creativity in future music teachers is deeply rooted in emotional and cognitive mechanisms that can be intentionally developed through psychologically informed teacher training. Enhancing emotional regulation, adaptive thinking, and motivation can significantly elevate creative pedagogical practices. Limitations: The study is limited to pre-service music teachers and does not account for cross-cultural variations or longitudinal effects of creativity development. Contribution: This research contributes to music pedagogy by providing an integrative psychological framework for cultivating creativity in teacher education and suggesting practical interventions for curriculum design.
Socio-psychological mechanisms of the modern family image Mirzayeva Sayyora Rustamovna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 2 (2025): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i2.3653

Abstract

Purpose: This study aims to examine the socio-psychological mechanisms that shape the modern family image, emphasizing how emotional, communicative, and cognitive processes interact within contemporary social dynamics. The research seeks to identify the psychological and sociocultural determinants such as empathy, value internalization, and media influence that define the perception, identity, and stability of the modern family. Methodology: The study uses mixed qualitative–descriptive and quantitative methods grounded in socio-psychological and cultural theories. Data from 150 participants aged 20–50 were gathered through analysis, surveys, interviews, and observation. Descriptive statistics, correlation tests, and thematic analysis were applied to assess emotional intelligence, communication, and family perception. Results: Findings reveal that the modern family image is formed through the interaction between social structures and psychological mechanisms such as empathy, emotional regulation, and communicative competence. Families with higher emotional awareness and adaptive communication display stronger resilience and harmony amid societal transformation and digital influence. Media exposure plays a dual role, both shaping and distorting the family’s self-presentation. Conclusion: The study concludes that the modern family functions as a dynamic psychological system, balancing internal emotional cohesion with external social expectations. Its image reflects both authenticity and adaptation to modernization, emphasizing the need for emotional literacy and social responsibility. Limitations: The study’s scope is limited to specific demographic groups and self-reported data, which may not capture broader cross-cultural variations. Contribution: This research contributes to family psychology by integrating emotional, cultural, and communicative dimensions, offering practical insights for policymakers, educators, and counselors to strengthen family identity and resilience in the digital age.
Psychological features of emotional relationships in primary school teachers Jabbarova Feruza Majidovna
Psychohealth: Scientific Journal of Psychology and Mental Health Vol. 1 No. 2 (2025): November
Publisher : Goodwood Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35912/psychohealth.v1i2.3655

Abstract

Purpose: This study aims to analyze the psychological features of emotional relationships among primary school teachers, focusing on the mechanisms that influence teachers’ interactions with students, parents, and colleagues. It explores how emotional intelligence, empathy, and stress regulation contribute to building emotionally healthy learning environments and improving teachers’ professional effectiveness. Methodology: A mixed-methods approach was used, combining quantitative and qualitative data to ensure a comprehensive understanding of teachers’ emotional dynamics. The study involved 100 primary school teachers (aged 25–55) selected through stratified random sampling. Instruments included an Emotional Intelligence Questionnaire based on Goleman’s framework, the Teacher–Student Relationship Scale, classroom observations, and semi-structured interviews. Quantitative data were analyzed through correlation statistics, while qualitative data were examined thematically to identify patterns of emotional regulation, empathy, and stress management. Results: Findings revealed a strong positive correlation between emotional intelligence and the quality of teacher student relationships. Teachers demonstrating higher self-awareness, empathy, and emotional control experienced fewer conflicts, greater student trust, and higher job satisfaction. Gender and experience differences were also observed female and veteran teachers generally showed higher emotional resilience and relational stability. Conclusion: The study concludes that emotional intelligence is a vital component of teaching competence, shaping classroom climate, communication, and teacher well-being. Developing emotional awareness and regulation enhances both instructional quality and student outcomes. Limitations: The study was limited to one educational context and relied partly on self-reported data, which may influence objectivity. Contribution: This research contributes to educational psychology by emphasizing emotional competence as a core element of teacher professionalism and by providing practical insights for teacher training, counseling, and educational policy.

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