PARTICULARITIES OF PUPILS’ VOLITIONAL QUALITIES BASED ON GENDER AND BACKGROUND – ANTHROPOLOGICAL RESEARCHES AND STUDIES (ARS)

Oxana PALADI (1), Tatiana LUNGU (2)

Keywords: willpower, volitional qualities, determination, resilience, perseverance, pupil.

DOI: https://doi.org/10.26758/15.1.14

Oxana PALADI (1), Tatiana LUNGU (2)

(1) Departement Psychology, Moldova State University, Chisinau, Republic of Moldova, E-mail: oxana.paladi@usm.md

(2) Doctoral School of Social Sciences, Moldova State University, Chisinau, Republic of Moldova, E-mail: tatianalunguion77@gmail.com

Address correspondence to: Oxana PALADI, habilitated doctor in psychology, associate professor, Departement Psychology, Moldova State University, Chisinau, Republic of Moldova, E-mail: oxana.paladi@usm.md

Abstract

Objectives. Numerous studies in this field highlight the significant role of volitional qualities and skills in carrying out various activities in which pupils are engaged. Furthermore, while each activity, in a typically way, involves the presence of a goal and the intention to achieve it, difficulties inevitably arise, for which motivation alone is insufficient to overcome. In this context, the present study aims to determine the level of development of volitional qualities among pupils, as well as to highlight the characteristics of these qualities based on gender and background criteria.

Material and methods. The research methodology is grounded in theoretical approaches and the results of empirical studies conducted in psychology. The research sample consists of 304 pupils. Data collection regarding the level volitional qualities was carried out using the Volitional Qualities Questionnaire by M. V. Chumakov.

Results. The analysis of the results indicates that pupils exhibit distinct levels of development in volitional qualities. Compared to girls, the boys registered higher average values for the following volitional qualities: determination, resilience, persistence, energy, and perseverance. Additionally, the results demonstrated that pupils from the urban areas, compared to these from the rural areas, obtained higher average values in the following qualities: initiative, determination, independence, and perseverance.

Conclusions. This study underscores the importance of understanding the characteristics of volitional qualities among pupils concerning certain psychosocial factors. These insights may be beneficial in achieving desired performance across various domains. Additionally, the findings may contribute to a better understanding of the role of family, school, and community, which are the essential factors in the harmonious development of pupils’ personalities.

Keywords: willpower, volitional qualities, determination, resilience, perseverance, pupil.

Suggested citation (APA)

Paladi, O., & Lungu, T. (2025). Particularities of pupils’ volitional qualities based on gender and background. Anthropological Researches and Studies, 15, 211-221. https://doi.org/10.26758/15.1.14

Introduction

In the specialized literature, we identify studies that address the subject of willpower and volitional qualities in pupils, preadolescents, and adolescents from various perspectives. The research conducted by G. Griban, О. Kuznіetsova, P. Tkachenko et al. (Griban et.al., 2020) highlights that one of the significant challenges in the physical education system for pupils is identifying the external and internal conditions which determine a pupils’ conscious and volitional behaviour. Without analyzing the volitional manifestations, it is impossible to understand the psychological mechanism behind a pupil’s active behaviour. Willpower manifestations are a necessary condition for pupil’s activity, enabling the regulation of all mental processes.

Many processes and phenomena that have arisen in the physical education and sports have a profound social essence, and certain patterns may be applied to other human activities. Volitional qualities such as intentionality, resilience, self-control, persistence, perseverance, proactivity, independence, courage, and determination-manifested during physical exercises-are prerequisites for professional activities such as those of pilots, race car drivers, operators, dispatchers, and doctors. The authors emphasize that studying the volitional manifestations of pupils in the process of physical education is essential, as it allows them to understand the volitional qualities of a pupil’s personality. Moreover, willpower, like all other mental processes, emerged and developed in the historical evolution of individuals and social relationships, and was shaped by goals and needs. Willpower should be regarded as a mental process that enables a person to act freely within their environment, relying on the laws of nature, society, and human development. The level of physical fitness of pupils depending on the level of the volitional qualities development was investigated and it was found that pupils with a high level of volitional quality development also have a high level of physical qualities. Conversely, the higher the physical fitness level of the pupils is, the higher the level of their quality development is.

Another study conducted by O. Tsilmak, I. Okhrimenko, and S. Okhrimenko highlights that pupils’ educational activities are driven by certain individual psychological characteristics, among

which the volitional qualities take the leading place. The purpose of this study was to determine the

psychological profile of the successful pupils in terms of volitional qualities. The research objectives

included: classifying successful pupils into specific types by examining their individual

psychological strategies of behaviour during the educational activities; identifying gender differences in the degree of the development of the volitional quality groups oriented toward goal-setting, self-regulation, self-organization, and moral direction, as well as those not oriented towards goals, such as inhibition, lack of regulation, lack of organization, and anti-moral involuntary qualities among successful pupils of various types. The research found that different types of pupils exhibit goal-oriented, self-regulating, self-organizing, encouraging, and morally directed volitional qualities to varying degrees. The study also identified gender differences in the indicators of encouraging and morally directed volitional qualities among successful pupils (Tsilmak et al., 2020)

In the same context, G.U. Turarova, A.S. Mambetalina, and B.R. Zhumagalieva, studying the volitional qualities of graduating pupils, concluded that they exhibit a high level of intention, perseverance, self-control, and resilience. The graduated pupils actively strive to achieve their set goals, manage themselves, their actions, and their behaviour, maintain self-control, and make correct decisions, successfully implementing them. Qualities such as decisiveness and courage are expressed at a moderate level. Moral-volitional qualities like discipline, independence, initiative, and organization were also noticed to be at a medium level among graduating pupils. The most developed moral and volitional qualities in graduates are independence and initiative. During the learning process, pupils demonstrate creativity and autonomy (Turarova, 2023).

The highlighted research demonstrates that the study of the concept of willpower is highly relevant, with an increasing interest in recent years.

The present study is as significant as it focuses on evaluating the development level of the volitional qualities in pupils and analyzing these qualities based on gender and background, dimensions that are less represented in the specialized literature. Furthermore, the research methodology is grounded in the theoretical approaches and the results of empirical studies conducted in psychology.

In this context, the objective of the research is to identify the existing differences in the development of volitional qualities according to gender (male/female) and background (urban/rural). These differences underscore the importance of understanding and addressing psychosocial diversity within the educational context.

Characteristics of Volitional Qualities

The study of the volitional qualities in pupils requires increased attention, particularly given the impact of willpower on the development of a pupil’s personality, which is crucial for achieving success in any field. Often, the success depends on perseverance, a complex personality variable that not only involves the ability to avoid discouragement or anger in the face of failure but encompasses more than that, including motivation, certain character traits, et cetera. In everyday life, we all face challenges, impulses, and temptations (related to food, education/profession, finances, etc.) that demand our attention, and every action requires mental effort and energy consumption. This is where willpower comes into play, enabling a person to consistently pursue his/hers goals and overcome various obstacles.

According to research conducted so far (Tsilmak, O., Okhrimenko, I. et.al, 2020) the will as one of the aspects of human consciousness, which is determined by one’s existence, it is a function of a normally functioning brain, a product of its activities, which allows a person to control oneself, especially overcoming difficulties. In this regulation, the multifaceted features and shades of the will of each individual, as well as the strengths and weaknesses of one’s volitional training are revealed. Being an active party of the mind and moral sense, the will is manifested in voluntary actions aimed at achieving the set goal. These characteristics are the logical conclusion of the analysis of the will as a mental phenomenon and they allow us to talk about the structure of volitional manifestations of personality. Each volitional manifestation contains intellectual components because the will is the active side of the mind; emotional (motivational) components because the will is the active side of moral feelings; operational components (skills) because the will manifestations are associated with overcoming obstacles (Griban et.al., 2020).

The American Psychological Association (2012) states that a lack of willpower is the main reason why people struggle to achieve their goals. At the same time, laboratory experiments conducted by Baumeister and his colleagues have consistently demonstrated two fundamental postulates: 1) people have a finite amount of willpower that gets depleted as they use it; 2) people use the same reservoir of willpower for all types of tasks. For example, two seemingly unrelated activities (resisting chocolate and solving math problems) draw from the same source of energy (Baumeister & Tierney, 2012). In other words, it is used the same reserve of willpower to resist food temptations, tackle task demands, deal with annoying colleagues, demanding teachers, and so forth. Research shows that a person with strong willpower is active, well aware of the resources, that he/she needs and displays independence and initiative in decision-making. In contrast, a person with weak willpower is passive when faced with essential challenges, fails to overcome obstacles, is dependent on others, lacks initiative, and constantly seeks help even with minor problems (Mc Gonigal, 2019).

In the specialized literature, several defining elements of willpower are identified, including intentionality, the preliminary analysis of conditions, the relationship between goal and means, deliberation, decision, and effort (Potâng, 2018). As a result of the above, it is emphasized that the degree of the development of the willpower impacts the entire activity of a person, their conduct, and behaviour. Consequently, a person with strong willpower is capable to demonstrate a range of volitional qualities in their behaviour, which integrated into their character structure, become essential elements of it.

An important definition states that willpower is a higher form of self-regulation of behaviour and activity, based on the conscious, intentional, and deliberate mobilization and direction of the mental and physical effort to overcome the obstacles and achieve consciously set goals (Cosmovici, 1996; Golu, 2002; Ețco, Fornea, & Davidescu, 2007). Thus, willpower functions as an integrator of functions, a system of structured processes organized to achieve an end: removing obstacles in order to accomplish the proposed objective. It is the capacity to transform the intention into action, even when difficulties arise in obtaining the desired outcome; it is the force that provides the impetus to set things in motion and the concentration of the physical and mental forces to get things moving (Jude, 2002). The definition proposed by us in the study of the psychosocial characteristics of pupils’ willpower outlines that willpower is an internal force which involves a person’s ability to make decisions and act deliberately toward their desired goal, mobilizing their internal resources to overcome limits, obstacles, impulses, temptations, and challenges that arise.

From a psychological perspective, researchers emphasized the importance of the volitional qualities, which are not inherited but are acquired during the individual psychological development. These qualities are defined as traits that describe a person’s strength, determination, and ability to achieve goals, overcome difficulties, and follow a life direction (Popescu-Neveanu, Zlate, & Crețu, 1995). Moreover, the volitional qualities exhibit the individual differences, primarily resulting from the characteristics of a person’s impulses, motivation, and temperament, as well as the mechanisms of activity regulation through the intellectual activity. Ultimately, these qualities are essential for maintaining a positive outlook and confidently facing challenges. The study of works dedicated to willpower elucidates that different authors distinguish between 10 and 34 volitional qualities of personality: P.A. Rudik, R. Assagioli, P.A. Rudik, A. Ts. Puni, K.N. Kornilov, H. Heckhausen, V.I. Selivanov, V.K. Kalin, N.F. Dobrynin, S.A. Petukhov.

As A. Puni (1977) emphasizes, the structure of volitional qualities includes intellectual and moral components, as well as the ability to overcome obstacles (Ilyin, 2009). On the other hand, it is known that the manifestations of willpower are always concrete and conditioned by the specific difficulties that a person overcomes.

According to the research conducted by K. Kornilov (2007), volitional qualities consist of a person’s ability to significantly overcome the difficulties encountered in achieving their goal. Thus, the author refers to volitional qualities such as resilience and self-control, perseverance and determination, independence and discipline. According to B.N. Smirnov, volitional qualities are associated with the capacity for volitional regulation, which manifests under special conditions in overcoming obstacles (Smirnov, 2004).

On the other hand, R. Assagioli (1974) highlights the following volitional qualities: energy/dynamic force-intensity, which is determined by the difficulty of achieving the goal; mastery/control-discipline, which emphasizes the volitional regulation and the control of other mental functions; concentration/focus on an object-attention, which is particularly important when the object of influence and the task are unattractive; decisiveness/quickness-agility, which manifests in the decision-making process; perseverance/steadfastness-patience; initiative/courage-the determination to act, which involves the tendency to take risks; organization/integration-synthesis; willpower acts here as an organizing link in combining the means necessary to solve the task (Ilyin, 2009).

In his works, Chumakov refers to two poles of the volitional qualities, one positive and the other negative, which define a pupil’s personality, specifically: responsibility/irresponsibility, initiative/ lack of initiative, decisiveness/indecisiveness, independence/dependence, resilience/rigidity, insistence, persistence/instability, energy/powerlessness, attention/inattention, and perseverance/ neglect. The author particularly discusses emotional-volitional regulation, which is a coordinated interaction between the emotional and the volitional spheres in order to overcome difficulties and obstacles formed in activities, social interaction etc. (Chumakov, 2008; 2015).

It is known that the volitional qualities are congruent, meaning they are in a constant relationship of interdependence and mutual conditioning (Zlate, 2009; Neculau, Iacob, & Sălăvăstru, 2005). There is a significant positive correlation between them, so if one has high values, the others will tend to have proportionally high values as well, and vice versa.

Analyzing the specialized literature on this subject, the most frequently analyzed volitional qualities are: firmness, willpower, perseverance, independence, initiative of will, promptness in decision-making, self-control, consistency in pursuing proposed goals, and the ability to work in a planned manner (Cosmovici, 1996; Jude, 2002; Paladi, Lungu, 2021; Ștefăneț, & Lungu, 2016). In specialized works, several authors have described the volitional qualities as being evaluated and expressed in objective units of measure: strength, time, frequency, etc. At the same time, researchers have identified the main criteria by which willpower is assessed, including strength, perseverance, consistency, firmness, and independence (Cosmovici, 1996; Popescu-Neveanu, Zlate, & Crețu, 1995; Paladi & Lungu, 2021; Holman & Lișman, 2019; Pleșca, 2023).

Willpower is the capacity of an individual to mobilize and concentrate their neuropsychic and muscular energy to ensure the resistance against the internal impulses and the external stimuli in order to achieve the desired goal despite existing difficulties.

Perseverance is defined as the quality of an individual who remains steadfast and consistent in an action, regardless of obstacles, specifically by maintaining voluntary effort as long as necessary to achieve the goal despite various impediments and difficulties that may arise along the way.

Consistency implies the stability of the purpose and conduct in alignment with one’s beliefs and actions.

Firmness indicates the operational-instrumental stability of the decisions and the resolutions made in various situations despite the opposing attempts by others to persuade the individual to reconsider, modify, or cancel them.

Independence is expressed in an individual’s ability to defend their point of view, the tendency to make decisions based on their judgments and reasoning, and assuming their responsibility in this regard.

Materials and methods

This study aims to determine the level of development of volitional qualities in pupils and to highlight the specific characteristics of these qualities based on gender (male/female) and place of origin (urban/rural).

Sample of Subjects

The experimental study involved 304 students from the 7 th, 8 th, 9 th, 10 th, 11 th, and 12 th grades, aged between 12 and 19 years. Among the total number of subjects involved in the experiment, the male subjects (115 pupils) are in a smaller proportion, representing 37.83%, while 189 subjects are female, accounting for 62.17%. Regarding the region of origin of the subjects, it can be noted that 185 students (60.86%) are from the central region, while 119 students (39.14%) are from the northern region of the Republic of Moldova. It is observed that the ratio of students based on locality is slightly disproportionate in favour of the central region compared to the northern region. In this research, we were also interested in characterizing the subjects based on their place of origin (urban/rural). Thus, of the total number of participants who participated in this study with the consent of their parents, 171 subjects (56.25%) are from urban areas, while 133 subjects (43.75%) are from rural areas.

Hypotheses of the experimental study:

1) It is assumed that pupils demonstrate distinct levels of development of volitional qualities.

2) It is assumed that there are differences in the development of volitional qualities in pupils based on gender (male/female) and place of origin (urban/rural).

Tools and techniques

Based on the hypotheses and on the purpose of the research, we used the following research instrument: the Volitional Qualities Questionnaire, authored by M.V. Chumakov (2008) (adolescent version). The psychometric instrument aims to diagnose the emotional-volitional sphere of the personality, which ensures conscious and intentional behaviour based on personal decision-making. The questionnaire allows the assessment of volitional qualities such as responsibility, initiative, determination, independence, resilience, persistence, energy, attentiveness, and perseverance. The response options for the 83 items in the questionnaire are: “true,” “rather true,” “rather incorrect,” and “incorrect.” In order to analyze the data obtained in the study, we employed descriptive and inferential statistical methods.

Results

In the first stage, the study focused on identifying the levels of development of volitional qualities in pupils (responsibility, initiative, decisiveness, independence, resilience, persistence, energy, attention, perseverance) by applying the Volitional Qualities Questionnaire, authored by M.V. Chumakov (2008). The results are presented in Figure 1.

Figure 1

Distribution of Results Regarding the Levels of Volitional Qualities in Pupils (to see Figure 1, please click here)

The frequency distribution shown in Figure 1 allows us to report the following results: for the quality of responsibility, 116 subjects (38.2%) exhibit a high level; 163 subjects (53.6%) have a medium level, and 25 subjects (8.2%) have a low level. Pupils with a high level of responsibility were disciplined and diligent, strive to complete assigned tasks conscientiously and followed promptly the instructions given by teachers. Regarding the quality of initiative, we noted that 119 subjects (39.1%) achieved a high level, 162 subjects (53.3%) had a medium level, and 23 subjects (7.6%) had a low level. Pupils with a high level of initiative were active, displayed creativity and originality, and participated with interest in both school and extracurricular activities. Concerning the quality of determination, we observed that 41 subjects (13.5%) exhibit a high level, 149 subjects (49.0%) have a medium level, and 114 subjects (37.5%) have a low level. According to the literature, pupils with a high level of determination were decisive, make decisions easily, trust their ability to assess situations and make the correct choice, can synthesize key information to reach a conclusion quickly and carry out tasks confidently and without hesitation. They confidently identify solutions, though sometimes the speed of decision-making may be influenced by impulsiveness. It is concerning that a relatively large number of subjects recorded a low level of determination, indicating rigidity and a lack of flexibility in the decision-making process.

Concerning the quality of independence, the results show that 63 subjects (20.7%) exhibit a high level, 178 subjects (58.6%) a medium level, and 63 subjects (20.7%) a low level. It is well-known that pupils with a high level of independence are autonomous in decision-making, uninfluenced by peers or reference adults, defend their viewpoints, can resist group opinion, are capable of managing situations and resources, are flexible, and demonstrated their ability to adapt and adjust the course of actions according to the situation.

For the quality of resilience, it was observed that 62 subjects (20.4%) show a high level, 164 subjects (53.9%) a medium level, and 78 subjects (25.7%) a low level. Furthermore, pupils with a high level of resilience exhibit self-confidence, the ability to remain calm and consistent in stressful or difficult situations, can self-regulate their emotions and impulses and do not easily give up in the face of challenges or failures.

Regarding the quality of persistence/insistence, it was noted that 20 subjects (6.6%) demonstrated a high level, 184 subjects (60.5%) a medium level, and 100 subjects (32.9%) a low level. Pupils with a high level of persistence were capable of overcoming obstacles in the pursuit of their goals, are steadfast in their beliefs, values, and principles, and ere willing to uphold them against any external pressures or influences. Additionally, the results obtained for this variable indicate a prevalence of pupils with a low level of persistence, characterized by a lack of initiative and desire to assert themselves in order to achieve their goals, difficulties in saying “No,” and an inability to set clear boundaries or refuse requests or demands that do not align with their values or objectives.

Considering the distribution of the research on pupils’ results, authors applied the parametric method of statistical data processing (t-test) to identify the differences in the means of the variables based on the criterion of the subjects’ gender. The authors find that there are statistically significant differences in the results obtained by girls and boys in the manifestation of volitional qualities for determination (t=2.647, p=0,009, resilience (t=3.098, p=0,002), persistence (t=2.113, p=0.035), and energy (t=3.220, p=0.001). At the same time, it should be noted that there are no statistically significant differences based on gender for the qualities of responsibility, initiative, independence, attention, and perseverance.

The next stage of the research aimed to establish the differences in the development of the volitional qualities among pupils based on the criterion of their environment of origin (urban/rural). The results are presented in Table 2.

Similarly, for the quality of perseverance, it was noted that 69 subjects (22.7%) exhibit a high level, 171 subjects (56.2%) a medium level, and 64 subjects (21.1%) a low level. Pupils with a high level of perseverance are aware of the goals they set and strive to achieve them, they demonstrated tenacity in the face of changing circumstances, tend to complete the tasks they start, and have the ability to pursue their goals over an extended period.

In the next stage of this experimental approach, the authors were interested in determining whether there are differences in the development of volitional qualities based on the criterion of the subjects’ gender (male/female). To obtain facts relevant to the proposed hypothesis, authors subjected the empirical data obtained in the experiment to appropriate statistical analyses, and the results are presented in Table 1.

Table 1

Distribution of Means for Volitional Qualities Among Pupils Based on Gender (to see Table 1, please click here)

According to the data in Table 1, comparing the frequencies obtained for volitional qualities based on the criterion of the subjects’ gender, authors noticed differences in the following qualities: resilience, where male subjects recorded higher means compared to female subjects; energy: male subjects obtained higher means compared to female subjects; determination: male subjects show higher means compared to female subjects; persistence: male subjects recorded higher means compared to female subjects; perseverance: male subjects show higher means compared to female subjects. The results presented in Table 1 indicate similar means for both boys and girls in the qualities of responsibility, initiative, independence, and attention.

Summarizing the results obtained, it was deduced that male subjects exhibited higher levels in the following volitional qualities: determination, independence, resilience, persistence, energy, attention, and perseverance. For female subjects, we noted higher levels in responsibility and initiative.

The next stage of the research aimed to establish the differences in the development of volitional qualities among pupils based on the criterion of their environment of origin (urban/rural). The results are presented in Table 2.

Table 2

Distribution of Means for Volitional Qualities Among Pupils Based on Environment of Origin (to see Table 2, please click here)

Analyzing the differences obtained based on the environment of origin, as presented in table 3, authors highlighted the following results: for the quality of the initiative, subjects from the urban environment recorded higher means compared to subjects from the rural environment. For the quality of perseverance: subjects from the urban environment achieved higher means compared to subjects from the rural environment. For resilience, it was noticed that subjects from the rural environment have higher means compared to subjects from the urban environment. Additionally, similar means were noticed for the quality of persistence among the subjects from the rural environment and the subjects from the urban environment. Synthesizing the results obtained, it was found that the subjects from the urban environment show high levels of the volitional qualities: of initiative, determination, independence, and perseverance, while the subjects from the rural environment exhibit high levels of their qualities such as: responsibility, resilience, persistence, energy, and attention.

The results obtained in this study confirm that there are statistically significant differences between subjects from the urban environment and those from the rural environment only for the quality of initiative (t=2.093, p=0.037). However, there are no statistically significant differences in the volitional qualities of responsibility, determination, independence, resilience, persistence, energy, attention, and perseverance for subjects from both urban and rural environments.

The presented findings partially confirm the hypothesis that there are differences in the development of volitional qualities among pupils based on the criteria of gender (male/female) and environment of origin (urban/rural).

Conclusions

In this article, it is presented a segment of a study where the results demonstrate the existence of a relationship between the volitional qualities and the psychosocial factors: the subjects’ gender (male/female) and the environment of origin (urban/rural). Investigating the level of the development of the volitional qualities among pupils (responsibility, initiative, determination, independence, persistence, resilience, energy, attention, perseverance) allows us to observe a prevalence of the average levels in pupils’ results. Furthermore, the comparative study based on gender and environment of origin highlights some significant differences in the development of volitional qualities. It was found that boys, compared to girls, record higher means in the qualities of determination, resilience, persistence, and energy. At the same time, the results reveal that pupils from the urban environment exhibit a higher level of initiative compared to the pupils from the rural environment, showing proactive tendencies and the ability to act according to their own will, make their own decisions, and take responsibility for their actions.

Additionally, the study indicates that some further research are needed in order to explore in more detail the development of volitional qualities in pupils. In the same context, it is important to emphasize the ongoing development of self-control and volitional qualities in pupils, as it is a long-term process that occurs gradually through systematic daily efforts. The data from the study confirms that implementing a well-organized and structured psychological intervention program in the educational environment, along with consistent and prolonged practice in curricular, extracurricular, and non-formal activities conducted by specific operational rules, engages regulatory mechanisms in the psychological and, specifically, in the volitional domains.

Competing interests

The authors declare no competing interests.

Consent to participate

Informed written consent was obtained from each participant at the time of recruitment. The subjects were informed that they could withdraw from the study at any stage, and they were assured of confidentiality.

References

Baumeister, R., & Tierney, J. (2012) Voința. Cum să-ți descoperi cea mai mare putere interioară. [Will. How to discover your greatest inner strength]. Pitești: Editura Paralela 45.
Cosmovici, A. (1996) Psihologia generală. [General psychology]. Iași: Editura Polirom.
Ețco, C., Fornea, Iu., & Davidescu, T. (2007) Psihologia generală: Suport de curs. [General psychology: Course support]. Chișinău: Editura Poligrafic Medicina, USMF.
Golu, M. (2002) Bazele psihologiei generale. [Basics of general psychology]. Bucureşti: Editura Universitară.
Holman, A. Lișman C. (2019) Starea de suspensie cognitivă. Cum gândim în viața de zi cu zi. [The state of cognitive suspension. How we think in everyday life]. Iași: Editura Polirom.
Jude, I. (2002) Psihologie școlară și optim educational. [School psychology and educational optimization]. București: Editura Didactică și Pedagogică.
Lungu, T. (2023) Instrumente eficiente în dezvoltarea calităților volitive la elevi. [Effective tools in the development of volitional qualities in students]. International Conference for Doctoral, Post-Doctoral Students and Young Researchers in Humanities and Social Sciences, May 31-June 2, Iași, Romania. Retrieved from https://kaleidoscope.uaic.ro/
Mc Gonigal, K. (2019) Puterea voinței. Cum funcționează autocontrolul și ce putem face pentru a-l îmbănătăți. [Will power. How self-control works and what we can do to improve it]. București: Editura Litera.
Neculau A., Iacob L., & Sălăvăstru D. (2005) Psihologie. Manual pentru clasa a X-a. [Psychology. Textbook for class X]. București: Editura Polirom.
Paladi, O., & Lungu, T. (2021) Formarea calităților volitive la elevi – condiție pentru asigurarea succesului școlar. [The formation of volitional qualities in students – a condition for ensuring school success]. Research in the Educational Sciences and Psychology: Challenges, Prospects, National Science Conference 2021, IȘE. Chișinău: Editura „Print-Caro”, (pp. 267-274). Retrieved from https://ibn.idsi.md/sites/default/files/imag_file/267-274_2.pdf
Pleșca, M. (2023) Psihologia proceselor reglatorii. Suport de curs. [Psychology of regulatory processes. Course support]. Chișinău: Centrul Editorial Poligrafic al UPS „Ion Creangă”.
Popescu-Neveanu, P. Zlate, M., & Crețu, T. (1995) Psihologie. Manual pentru clasa a X-a pentru școli normale și licee. [Psychology. Class X Textbook for Normal Schools and High Schools.]. București: Editura Didactică și Pedagogică.
Potâng, A. (2018) Psihologia afectivității și a proceselor reglatorii. Suport de curs. [The psychology of affectivity and regulatory processes. Course support]. Chișinău: Centrul Editorial Poligrafic al Universității de Stat din Moldova.
Ștefăneț, D., & Lungu, T. (2016) Adolescentul merge după soare. Ghid de dezvoltare personală. [The teenager follows the sun. Personal development guide]. Chișinău: Tipografia Totex-Lux.
Zlate, M. (2009) Fundamentele psihologiei. [The foundations of psychology]. Iași: Editura Polirom.
Assagioli R. (1974) The act of will. London.
Griban, Gr., Kuznіetsova, О., Tkachenko P., Oleniev, D., Khurtenko, O., Dikhtiarenko, Z., Yeromenko, E., Lytvynenko, A., Khatko, A., Pustoliakova, L. (2020). Formation of the Students’ Volitional Qualities in the Process of Physical Education. International Journal of Human Movement and Sports Sciences, 8(6), 505 – 517. DOI: 10.13189/saj.2020.080625
Tsilmak, O., Okhrimenko, I., Okhrimenko, S., Yusupov V., Hryshchenko, M. (2020) Characteristics of Volitional Qualities of Successful Students. International Journal of Applied Exercise Physiology, 9(12).
Turarova, G.U., Mambetalina, A.S. & Zhumagalieva B.R. (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, 1(142), 391-407. http://dx.doi.org/10.32523/2616-6895-2023-142-1-391-407
What You Need to Know about Willpower: The Psychological Science of Self-Control. (2012). https://www.apa.org/topics/willpower-conclusion.pdf
Ильин, Е.П. [Ilyin, E.P.] (2009) Психология воли. [Psychology of Will]. Saint Petersburg: Piter.
Корнилов К.Н. [Kornilov K.N.] (2007) Биогенетический принцип и его значение в педагогике. «Хрестоматия по возрастной и педагогической психологии», [The Biogenetic Principle and Its Importance in Pedagogy. „Reader on Age and Educational Psychology] под ред. И.И. Ильясова, В.Я. Ляудис. Moscow: MSU.
Пуни А. Ц. [Puni A. Ts.] (1977) Психологические основы волевой подготовки в спорте. М., 1977. [Psychological foundations of volitional training in sports]. Moscow.
Смирнов Б.Н. [Smirnov B.N.] (2004) О разных подходах к проблеме воли в психологии. [On Different Approaches to the Problem of Will in Psychology]. Journal Questions of psychology, 3, 64-70.
Чумаков, М.В. [Chumakov, M.V.] (2008) Диагностика эмоционально-волевой регуляции деятельности м.в. чумаков учебное пособие. [Diagnostics of emotional-volitional regulation of activity M.V. Chumakov study guide]. Kurgan.
Чумаков, М.В. [Chumakov, M.V.] (2015) Эмоционально-волевая сфера личности подростков и ее диагностика. [Emotional-volitional sphere of personality of adolescents and its diagnostics]. Bulletin of practical psychology of education. 1(42), 83-86. Retrieved from https://psyjournals.ru/journals/bppe/archive/2015_n1/Chumakov