Factors of Students’ Psychological Resistance to Volunteer Activities and Pedagogical Approaches to their Elimination
Factores de resistencia psicológica de los estudiantes a las actividades de voluntariado y enfoques pedagógicos para su eliminación
Ussenovа А. Abdikalikov B. Tusseyev M. Altynbekov S. Spatay A.
1 January 2025AG Editor (Argentina)
Seminars in Medical Writing and Education
2025#4
Introduction: volunteering represented a significant social phenomenon among student communities, yet many young people demonstrated psychological resistance to participation. The aim of this study was to analyze the key psychological barriers preventing students from engaging in volunteer activities and to propose pedagogical strategies for overcoming them. Method: a quantitative survey method was applied, involving 60 Kazakh university students. The survey aimed to identify the most influential psychological and socio-cultural factors hindering or promoting students’ involvement in volunteering. Results: the findings revealed that the major barriers to volunteering included lack of free time, poor selforganization, social passivity, and absence of material incentives. Conversely, opportunities for gaining new skills, making friends, and achieving social recognition were found to be powerful motivating factors. Sociocultural influences, particularly peer communication and academic environment, played a crucial role in shaping students’ willingness to volunteer. Conclusions: thestudyconcludedthatpsychological resistancetovolunteering could be reduced through targeted pedagogical interventions, such as incorporating volunteer activities into educational settings and offering preparatory training. Recognizing and addressing students’ motivational drivers proved essential in promoting active volunteer engagement and fostering a culture of social responsibility within the academic environment.
Barriers , Learning , Motivation , Students , Volunteering
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M. Auezov South Kazakhstan University, Department of General Pedagogy and Psychology, Shymkent, Kazakhstan
Central Asian Innovation University, Department of Pedagogy, Shymkent, Kazakhstan
M. Auezov South Kazakhstan University, Department of Mathematics, Shymkent, Kazakhstan
Central Asian Innovation University, Department of Languages and Literature, Shymkent, Kazakhstan
M. Auezov South Kazakhstan University
Central Asian Innovation University
M. Auezov South Kazakhstan University
Central Asian Innovation University
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