THE ROLE OF PARENTS AND TEACHERS IN THE ACADEMIC MOTIVATION OF STUDENTS IN SPECIALIZED SCHOOLS

GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 19 | 2025 Multidisciplinary Scientific Journal December, 2025 123 DOI: https://doi.org/10.5281/zenodo.18048645 THE ROLE OF PARENTS AND TEACHERS IN THE ACADEMIC MOTIVATION OF STUDENTS IN SPECIALIZED SCHOOLS Xodjayeva Dilnovoz Djumoyevna National University of Uzbekistan Researcher E-mаil: [email protected] ABSTRACT This article analyzes the role and significance of parents and teachers in the academic motivation of students in specialized schools. Academic motivation is the combination of internal and external factors that drive students’ engagement in the learning process, and these factors are particularly important in specialized schools. The research results indicate that a supportive and conducive learning environment created by parents, along with teachers’ individualized approaches and pedagogical methods, significantly enhance students’ academic motivation. Furthermore, effective collaboration between parents and teachers positively impacts students’ educational success. The article highlights the importance of communication and support between parents and teachers in strengthening students’ academic motivation in specialized schools. Keywords. Specialized school, academic motivation, parental role, teacher influence, pedagogical support, motivation in education, student psychology, communication and collaboration, creating a learning environment, self-regulation. Introduction. Today, as New Uzbekistan stands at the threshold of its third renaissance, the shift toward a student-centered educational model has significantly increased the attention of both society and the state to the education system. This, in GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 19 | 2025 Multidisciplinary Scientific Journal December, 2025 124 turn, is implemented in connection with the socio-economic, moral-educational, and psychological significance of general secondary education. In recent years, educational issues in our republic—such as enhancing the prestige and status of teachers in society, thoroughly revising curricula and teaching methodologies, integrating schools with subsequent stages of education, freeing teachers from excessive paperwork to allow them to focus on professional development, and improving school infrastructure and the moral environment—have risen to the level of state policy. Many specialized schools have been established, providing young generations with broad opportunities to master knowledge deeply and effectively according to their interests and abilities. To make full use of these opportunities, it is necessary to increase students’ desire to learn and enhance their motivation. Academic motivation refers to the internal and external factors that drive students to actively participate in the learning process and deepen their knowledge. This is particularly important in specialized schools, where mastering challenging subjects requires sustained effort and engagement. In this process, the role of parents and teachers is invaluable, as they shape students’ psychological state and support the educational process. Main Part. Parents are considered the first mentors of their children. Their attitude and support significantly determine students’ interest in learning. Psychologists emphasize that a positive parental attitude fosters self-confidence and a desire to learn in children. Emotional support: Parents should show sincere love and care toward their children and encourage them even in difficult situations. This motivates students to strive toward their goals. Creating a learning environment: Establishing a calm and comfortable study environment at home, providing access to books, computers, and other resources, enhances students’ interest in learning. Parental modeling: Parents’ own commitment to lifelong learning and respect for knowledge positively influence children’s attitudes toward learning. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 19 | 2025 Multidisciplinary Scientific Journal December, 2025 125 Reflecting on parental values: Analyzing one’s own value system in relation to parents can contribute to understanding personality and abilities within society. Avoiding excessive demands: Overly high expectations may lead children to feel guilty, as actual achievements do not always meet parental standards; fear of not meeting parents’ expectations—especially mothers’—can be stressful. Honesty: Children are highly sensitive to lies and deception. Focus on gifted children: These strategies are particularly relevant for talented children. Assess developmental level: Evaluate the child’s current level of development, even if they speak excessively. Avoid long explanations or lengthy discussions: Focused guidance is more effective. Timely recognition of changes: Observe and respond to any unusual questions or behaviors, which may indicate talent. Respect the child’s individuality: Do not impose your own interests or hobbies; allow the child to develop their own preferences and personal identity. The Role of Teachers Teachers play a central role in the learning process of students in specialized schools. Their pedagogical skills and psychological support enhance students’ motivation to engage actively in the learning process. Individualized approach: Organizing lessons that take into account each student’s abilities and needs, while respecting their individuality, strengthens motivation (Deci & Ryan, 1985). Interactive teaching methods: The use of innovative methods, projects, and group work increases students’ interest in lessons. Positive feedback: Providing encouragement for achievements and constructive criticism for shortcomings reinforces students’ self-confidence. Psychological support: By monitoring students’ psychological states and offering help when needed, teachers help maintain motivation. GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 19 | 2025 Multidisciplinary Scientific Journal December, 2025 126 Respect for the child’s dignity within pedagogical support: In this approach, a gifted child is not seen merely as an object but as an active participant in the pedagogical process. Support is provided to facilitate growth, offering more or less comprehensive pedagogical assistance as appropriate. Role-playing activities: One effective teaching method is role-playing games. The most valuable and engaging aspects of role-playing are flexibility and adaptability, which provide opportunities for children with diverse intellectual and physical abilities to participate. By taking on different roles and expressing their own emotions, children learn to immerse themselves in the feelings of others. Managing high expectations: Students may encounter conflicts with teachers who have high demands for those who do not fit into their “circle of interest” or who are highly talented in areas outside the teacher’s expertise. Literature often notes that when a student’s interest and success in one domain lead to neglect of another area, it can create imbalances in the development of gifted individuals. Collaboration Between Parents and Teachers Effective communication and collaboration between parents and teachers are crucial for enhancing students’ motivation. Regular communication: Keeping parents informed about their children’s progress and seeking their feedback helps improve the learning process. Joint strategies: In challenging situations, parents and teachers can collaboratively develop strategies to restore and strengthen students’ motivation. Motivation support activities: Organizing family and school events, competitions, and incentive-based projects provides additional encouragement for students. Conclusion The role of parents and teachers is crucial in enhancing students’ academic motivation in specialized schools. A positive learning environment and consistent support provided by parents, along with teachers’ individualized approaches and effective pedagogical strategies, ensure students’ success in education. Therefore, GOLDEN BRAIN ISSN: 2181-4120 VOLUME 3 | ISSUE 19 | 2025 Multidisciplinary Scientific Journal December, 2025 127 establishing effective collaboration and maintaining regular communication between parents and teachers is essential. REFERENCES 1. Sh.Mirziyoyev. “Mamlakatimizda ta’lim-tarbiya tizimini takomillashtirish, ilm-fan sohasi rivojini jadallashtirish masalalari muhokamasi” bo‘yicha videoselektor yig‘ilishidagi nutqi. 2020 yil 30 oktyabr. 2. Бакетин, П. Т. Понятие мотивации в трудах отечественных и зарубежных психологов: монография / П. Т. Бакетин. –Москва: Лаборатория книги, 2012. –144 с. 3. Baxtiyorov R.M. Talabalarda o‘quv motivatsiyasini shakllantirishning ijtimoiy–psixologik talablari. // Inter education & global study. 2024. № 3(2). B.133– 141. 4. Вартанова.И.И. Мотивационно-эмоциональное отношение к учебе старшеклассников различного пола и возраста // Психологическая наука и образование — 2019. Том 24. № 5 5. E.S.Yuldashev “O‘quvchilarning o‘quv faoliyati uchun ijobiy barqaror motivatsiyasini shakllantirish” Volume 4 | KSPI Conference 1 | 2023 6. Жаворонкова Ю.М., Кильмасова И.А., Мотивация учебной деятельности у детей младшего школьного возраста 2017 УДК 37.013.42 7. Зайцев, С. В. Ситуация выбора как средство диагностики учебной мотивации и самооценки у младших школьников / С. В. Зайцев // Вопросы психологии. –2009. –No 5. –С.54-64 8. Иванова Галина Павловна, Слухаева Марина Александровна “Взаимосвязь самооценки и учебной мотивации младших подростков в процессе школьной адаптации”. УДК 159.922.736.4