PSYCHOLOGICAL MECHANISMS FOR ENHANCING INTELLECTUAL ACTIVITY THROUGH THE DEVELOPMENT OF INDEPENDENT THINKING IN PRIMARY SCHOOL STUDENTS

Abstract: Developing independent thinking has become one of the central objectives of contemporary primary education because it provides the cognitive foundation for lifelong learning, creativity, and problem-solving. This study investigates the psychological mechanisms that enhance intellectual activity through the development of independent thinking among primary school students. A mixed-method research design integrating quantitative and qualitative approaches was employed to explore the relationships between intrinsic motivation, metacognitive regulation, reflective thinking, teacher support, and intellectual engagement. The empirical study involved 180 primary school students and 24 teachers selected from general secondary schools. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and independent sample t-tests, while qualitative information obtained from classroom observations and semi-structured interviews was examined through thematic analysis. The findings indicate that intrinsic motivation, metacognitive awareness, and inquiry-based teaching significantly predict students' intellectual activity. Furthermore, psychologically supportive classroom environments encourage independent reasoning, curiosity, and cognitive flexibility. The study proposes an integrated psychological-pedagogical framework that may assist teachers in designing learner-centered educational environments capable of fostering higher-order thinking skills. The findings contribute to educational psychology by explaining how psychological mechanisms influence intellectual engagement during early school years and provide practical recommendations for improving primary education.