Psychological Characteristics of Independent Education in Higher Education Students

Abstract

This article explores the psychological characteristics associated with independent education in higher education students. The transition to autonomy in learning requires not only cognitive engagement but also emotional and motivational preparedness. The article investigates how traits such as self-regulation, intrinsic motivation, emotional resilience, and metacognitive skills influence students’ ability to engage in effective independent learning. The study draws on contemporary psychological theories and empirical findings to provide a framework for supporting student autonomy in academic settings.