COMPARATIVE ANALYSIS OF THE CONCEPTS OF INCOME ACCOUNTING ACCORRDING TO DIFFERENT ECONOMIC SCHOOLS

Abstract

The purpose of the study- to analyze the concepts of income of different economic schools and to comparatively examine the form of their reflection in accounting. This is important for better adaptation of accounting reports to economic reality and increasing the accuracy of auditors' decision-making. Research methodology- the process of income recognition in accounting; the subject is IFRS 15 standards; methodological basis - comparative analysis, application of theories and analysis on practical examples. This study has theoretical and applied significance for practicing accountants, auditors and scientists working in the field of economics. Different economic schools have created conceptual approaches to income recognition in accounting by explaining the concept of income on different theoretical bases, and these theoretical approaches have had a multifaceted impact on the principles of income recognition, measurement and presentation in accounting. As a result of the synthesis of these impacts, the modern accounting system has been formed as a complex concept that perceives income as both an increase in economic benefit and reliable and comparable financial information within the framework of legal and regulatory requirements. Correct recognition of income affects the quality of accounting reports, investor decisions and tax determination. The conceptual approaches of various economic schools to the concept of income were systematically and comparatively analyzed from the perspective of accounting, and the theoretical differences between the classical, neoclassical, Keynesian and institutional schools, as well as the modern IFRS 15 standard, were summarized by linking them with the mechanisms for recognizing and presenting income. As a result, the sources of formation and theoretical foundations of the income concept applied in modern accounting were scientifically substantiated, and a new approach was put forward.