Factors of Students' Psychological Resistance to Volunteer Activities and Pedagogical Approaches to their Elimination

Аккеnzhe   Ussenovа; Berdaly Abdikalikov; Mukhamejan  Tusseyev; Shadiyar  Altynbekov; Aygul Spatay

doi:10.56294/mw2025416

Authors

Аккеnzhe Ussenovа M. Auezov South Kazakhstan University, Department of General Pedagogy and Psychology. Shymkent, Kazakhstan Author https://orcid.org/0000-0002-6209-3383
Berdaly Abdikalikov M. Auezov South Kazakhstan University, Department of General Pedagogy and Psychology. Shymkent, Kazakhstan Author https://orcid.org/0009-0009-1702-3325
Mukhamejan Tusseyev Central Asian Innovation University, Department of Pedagogy. Shymkent, Kazakhstan Author https://orcid.org/0000-0002-8660-4432
Shadiyar Altynbekov M. Auezov South Kazakhstan University, Department of Mathematics. Shymkent, Kazakhstan Author https://orcid.org/0000-0002-5531-8652
Aygul Spatay Central Asian Innovation University, Department of Languages and Literature. Shymkent, Kazakhstan Author https://orcid.org/0000-0002-1512-5514

DOI:

https://doi.org/10.56294/mw2025416

Keywords:

Barriers, Learning, Motivation, Students, volunteering

Abstract

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.
Methods: 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 self-organization, 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. Socio-cultural influences, particularly peer communication and academic environment, played a crucial role in shaping students’ willingness to volunteer.
Conclusions: the study concluded that psychological resistance to volunteering 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.

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Factors of Students' Psychological Resistance to Volunteer Activities and Pedagogical Approaches to their Elimination

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