The results of an empirical study of the volitional qualities of university students

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  • G.U. Turarova L.N. Gumilyov Eurasian National University
  • A.S. Mambetalina L.N. Gumilyov Eurasian National University
  • B.R. Zhumagalieva S. Amanzholov East Kazakhstan University


will, volitional qualities, own-volitional qualities, purposefulness, perseverance, organization, independence, discipline, initiative.


Thearticle deals with the problem of the importance of volitional qualities in the process of professional training of students at the university. In addition, the relevance of the current study of volitional qualities is described. For students, such qualities as dedication, perseverance, organization, independence, discipline, initiative, accuracy, diligence, etc., related to the volitional qualities of the personality, become necessary. Based on the results of the research work in the presented article, the levels of the students' qualities were determined and the results obtained were presented. A quantitative and qualitative analysis of the indicators of the results of the study was carried out. According to the results of the study, students in the process of educational activity during training at the university have positive dynamics of their volitional qualities -dedication, perseverance, self-control, and endurance. The obtained indicators are characteristic of 3-4 courses of study, there is an increase in the high level of severity of the indicated qualities. Qualities -decisiveness and courage have a zigzag character of dynamics, i.e. the severity of the high level of these qualities increases by the 3rd year of study and decreases to the average in the 4th year. The results of a comparative analysis of the dynamics of volitional qualities of students as subjects of the educational process are given.



How to Cite

Turarova, G., Mambetalina, A., & Zhumagalieva, B. (2023). The results of an empirical study of the volitional qualities of university students. Bulletin of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series., 142(1), 391–407. Retrieved from