The interest in the humanitarian, specific human problems of psychology has been revived in recent years, which is why attention has risen to such a phenomenon as the will. Given the complexity of this mental phenomenon, an attempt is made in this article to unify and schematize the theory of will (according to Th. Ribot) and the scheme of a complex volitional act is presented.
Also, special attention is paid to the stages of a volitional process. An important research aspect is determining the role and place of volitional act elements and explaining the specifics of act course at different people.
On the basis of the article author’s scheme of the volitional act structure, the author presents places and functions for the following components of the will: its individual organization; the coordinated unity of aspirations, feelings, ideas, images; conscious desires; the role of hesitations in decision-making and actions; also the author determines the basic will mechanisms, namely, stimulation or delay. In addition, the article author proposes to include two stages of hesitations: before making a decision and for performing an actual action. This clarification help explain exactly at what moments a volitional act can be interrupted, since these zones are critical for people with weak will and lack decision.
The places of the will functioning are clearly identified in the proposed structure of a volitional act: between a desire and a made decision, between a decision and an action; the will is understood as a stimulating force during the implementation of a complex action. Also, the places are indicated where a volitional act is interrupted by different people: those with a strong will, a weak will, lack decision or with pathology of will. Desires of people with pathology of will does not often even acquire a conscious form, while people with a strong will go through all the stages and implement their decisions.
The study findings can be applied both in the scientific field, to improve the fundamental theories of general psychology, and in practice, to develop pedagogical principles in the field of education.
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