PSYCHOLOGICAL AND PEDAGOGICAL INTERPRETATION AND STRUCTURE OF THE CONCEPT OF WILL
Keywords:
will; volitional regulation; self-regulation; personality development; psychological approach; pedagogical approach; learning activityAbstract
The concept of will occupies a significant place in psychological and pedagogical research, as it reflects the mechanisms of conscious regulation of human behavior and activity. The present article aims to analyze the psychological and pedagogical interpretation of will and to reveal its structural components within the context of personality development and educational activity. Based on the analysis of classical and contemporary theoretical approaches, will is considered as an integrative phenomenon that combines motivational, cognitive, emotional, and self-regulatory processes. From a pedagogical perspective, will is viewed as a quality that develops in the course of learning and purposeful educational influence. The article emphasizes the interrelation between internal psychological mechanisms and external pedagogical conditions in the formation of volitional regulation. The results of the theoretical analysis contribute to a deeper understanding of the nature of will and may be used to improve educational practices aimed at developing learners’ self-regulation, persistence, and independence.
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