Developing volitional regulation in male adolescents aged 13–15
DOI:
https://doi.org/10.33910/2687-0223-2026-8-1-59-66Keywords:
volitional regulation, self-control, military education, age-specific development, professional formationAbstract
This article examines the development of volitional sphere in students of closed-type educational institutions of the Ministry of Defense of the Russian Federation. The relevance of the study stems from the need to develop professionally significant qualities in future officers, including self-control and self-regulation.
Volitional regulation of behavior is a process that involves conscious control over one’s actions, behaviors, and emotional reactions. It is linked to an individual’s willpower and ability to make decisions despite external and internal obstacles such as desires, impulses, or stressful situations.
The article examines key theoretical approaches to understanding will: from classical concepts (L. S. Vygotsky, V. A. Ivannikov) to modern models of self-regulation (V. I. Morosanova). Special attention is paid to age-related features of volitional sphere development: adolescence (11–15 years) is characterized by an imbalance of nervous processes and the predominance of excitation, while early youth (15–18 years) is characterized by a transition to self-motivation and development of persistence.
The main aspects of volitional regulation include: self-control as the ability to suppress impulsive reactions and strive towards long-term goals; motivation as the presence of clear objectives and the drive to achieve them, which activates willpower; planning and organization as the skill to create action plans and follow them even if it requires effort; and emotional stability as the capacity to manage emotions so they do not affect decision-making.
Volitional regulation plays a crucial role in achieving success in various areas of life, including education, work, sports, and personal relationships. It helps people overcome difficulties and reach their goals.
The article highlights major volitional qualities important for professional growth: purposefulness, endurance, decisiveness, etc., emphasizing the importance of an integrative approach to studying will, combining motivational and regulatory aspects.
The findings may be of interests to teachers and psychologists working within the military education system.
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Copyright (c) 2026 Darja S. Tarasova, Victor B. Kyrlig
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