Volitional barriers in the educational process: essence and classification

Abstract

Tatarin Volodymyr. Volitional barriers in the educational process: essence and classification. The article is dedicated to the theoretical substantiation of the essence and classification of volitional barriers in the educational process. Volition plays a crucial role in learning and personal development, influencing motivation, goal achievement, and overcoming difficulties. In the modern world, the development of volitional competencies becomes a priority, thereby defining the relevance of studying volitional barriers and methods of overcoming them. The aim of our research is to define the essence of the concept of «volitional barrier» in the system of pedagogical activity and to classify volitional barriers. The article clarifies the concepts of will, volitional action, and volitional regulation in the context of the educational process. The functions of volition in student learning activities are described. The process of volition during learning activities is analyzed at three levels: the level of motivation regulation, the level of goal regulation, and the executive level. The essence of self-control and volitional qualities is determined, and a classification of volitional qualities is proposed. The problem of the lack of formed volitional qualities, leading to the formation of a volitional barrier, is addressed. It is suggested to consider the volitional barrier from the standpoint of the absence of volitional qualities, involuntary behavior, and student motivation problems. The essence of passivity is revealed, as well as its components such as laziness and learned helplessness syndrome. The problem of the lack of a motivational component of learning is described. It is proposed to use J. Keller's model for overcoming volitional barriers. As a result of the research, the essence of the concept of «volitional barrier» was determined, and a classification of volitional barriers was developed. This article is useful for educators as it provides a clear understanding of the problem of volitional barriers, as well as the necessity of overcoming them.

Key words: will; volitional barrier; volitional qualities; lack of will; motivation; motivational learning model.