Emotional-volitional barriers in learning activity and partnership interaction: a practiceoriented framework

Abstract

The article theoretically substantiates emotional-volitional barriers as a practice-oriented framework suitable for analysing difficulties arising in learning activity and partnership interaction under a crisis-affected educational environment. The relevance of the study is determined by the intensification of emotional, motivational, and volitional difficulties experienced by learners under martial law, institutional displacement, instability of the educational process, and disruption of established learning routines. Emotional-volitional barriers are conceptualised as a system of interrelated difficulties emerging at the intersection of negative emotional experience, current psycho-emotional states, motivational difficulties, and insufficient volitional regulation. A domain-based principle of systematisation is proposed, making it possible to organise not only separate manifestations but also risk zones of disturbance in the emotionalvolitional sphere. Within this practice-oriented framework, five domains of emotional-volitional barriers are identified: negative emotional memory, negative emotional background, amotivational behaviour, lack of motivation for volitional action, and underdevelopment of volitional qualities. The content of each domain, together with its main types, causes, manifestations, and directions of psychological and pedagogical response, is specified. The study demonstrates that the theoretical significance of the proposed framework lies in its capacity to explain emotional-volitional barriers as contextually conditioned manifestations of a crisis-affected educational environment. The practical value of the article consists in providing a basis for the further development of tools for diagnosing, preventing, and overcoming emotionalvolitional barriers in the educational process.

Key words: crisis-affected learning; trauma-informed teaching; social-emotional learning; educational barriers; partnership; psycho-emotional well-being of learners; learning interaction.