PSYCHOLOGY OF FORMING TEACHER-STUDENT INTERPERSONAL RELATIONSHIPS IN NEWLY ADMITTED UNIVERSITY STUDENTS
This article provides an in-depth analysis of the psychology of forming interpersonal relationships with teachers among first-year
higher education students using an expanded IMRAD format. The study explores the role of trust, empathy, communication
openness, and psychological safety during initial adaptation stages, supporting students’ mid-formation, academic success, and
long-term motivation. Empirical findings, contextualized for Uzbekistan’s higher education with cultural-economic factors,
propose practical training programs and pedagogical strategies.
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