FROM FUNDAMENTAL PREPARATION TO ACADEMIC APPLICATION: A PSYCHOLOGICAL PYRAMID MODEL OF EFFECTIVE SELF-LEARNING
- Authors
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Umarova Zakhro Abdurakhim qizi
Doctor of Science (DSc) in Pedagogical Sciences, Associate Professor in the Department of Information Technology and Systems at the School of Exact Sciences, National Pedagogical University of Uzbekistan
Author
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- Keywords:
- Self-learning, metacognition, cognitive strategies, educational psychology, learner autonomy.
- Abstract
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Self-learning has become a central competence in contemporary education, requiring students to autonomously regulate, organize, and apply knowledge in increasingly complex academic contexts. This article proposes a Psychological Pyramid Model of Effective Self-Learning, which conceptualizes self-learning as a hierarchical and developmental process. The model integrates seven interrelated levels: foundational preparation, self-regulation and management, cognitive strategies, learning and information processing, collaboration and communication, metacognition and reflection, and academic application. Using a theoretical and analytical research design, the study synthesizes key psychological and educational theories related to self-regulated learning, cognition, and metacognition. The model demonstrates how higher-order learning outcomes depend on the systematic development of lower-level psychological capacities. The findings suggest that effective self-learning is not a single skill, but a structured system of psychological processes that evolve progressively. The proposed model offers a conceptual framework for researchers, educators, and curriculum designers seeking to support learner autonomy and sustainable academic performance.
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- Published
- 2026-06-10
- Issue
- Vol. 2 No. 6 (2026)
- Section
- Articles
- License
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This work is licensed under a Creative Commons Attribution 4.0 International License.
