Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 5, pp. 57–72
© Belogai K. N., Morozova I. S., Medovikova E. A., Sakharchuk N. Y., Tupikina G. G., 2018
UDC: 
159.9.07

Peculiarities of individual temporal perspectives of university students with various levels of self-regulation at different stages of university education

Belogai K. N. 1 (Kemerovo, Russian Federation), Morozova I. S. 1 (Kemerovo, Russian Federation), Medovikova E. A. 1 (Kemerovo, Russian Federation), Sakharchuk N. Y. 1 (Kemerovo, Russian Federation), Tupikina G. G. 1 (Kemerovo, Russian Federation)
1 Kemerovo state University
Full text (Open Access) — Downloaded 3699
Abstract: 

Introduction. The article deals with identifying the specificity of transforming content characteristics of time perspective, as an ability to act in the present, taking into account past and future. The purpose of the article is to reveal the characteristics of temporal perspectives of students who have different self-regulation levels at different stages of university education.
Materials and Method. Data collection was carried out using the following methods: F. Zimbardo’s (A. Syrtsov and O. V. Mitin) Time perspective questionnaire; Semantic Differential of Time method by L. I. Vasserman, E. A. Trifonova, and K. R. Chervinskaya; Self-actualization test by E. Shostrom (Yu. E. Aleshina, L. Ya. Gozman, M. V. Zagik and M. V. Kroz); D. A. Leont'ev’s test of meaningfulness of life orientations; Personal Differential methodology; V. I. Morosanova’s Style of behavioral self-regulation questionnaire. The study recruited 600 first- to fourth-year students. The data obtained were interpreted and subjected to statistical analysis using the correlation analysis and Student's t-test.
Results. The authors identified a variability of content characteristics in temporal perspective correlated to self-regulation levels and determined by the stage degree studies. The peculiarities of time perspective, meaningfulness of life and attitudes towards the past, present and future, characteristic for junior and senior students are revealed. The self-regulation levels of students at various stages of degree studies are identified. The possibility of transforming the levels through increasing the degree of awareness and taking responsibility for their own decisions is shown.
Conclusion. The paper concludes that students having certain levels of conscious self-regulation demonstrate specific content characteristics of temporal perspectives.

Keywords: 

Temporal perspective; University students; Stages of learning; Conscious self-regulation; Self-actualization; Meaningfulness of life orientations; Formation of positive time perspective

94.744 Interval Timing | Time Perception | Bisection

https://www.scopus.com/record/display.uri?src=s&origin=cto&ctoId=CTODS_1...

Peculiarities of individual temporal perspectives of university students with various levels of self-regulation at different stages of university education

For citation:
Belogai K. N., Morozova I. S., Medovikova E. A., Sakharchuk N. Y., Tupikina G. G. Peculiarities of individual temporal perspectives of university students with various levels of self-regulation at different stages of university education. Novosibirsk State Pedagogical University Bulletin, 2018, vol. 8, no. 5, pp. 57–72. DOI: http://dx.doi.org/10.15293/2226-3365.1805.04
References: 
  1. Fedotova S. V. Features of social status perception in the youth and student community. Psychological Science and Education psyedu.ru, 2015, vol. 7, no. 3, pp. 108–118. (In Russian) DOI: https://doi.org/10.17759/psyedu.2015070311  
  2. Lebedeva E. V., Surnina O. E. Features of the temporal competence in students with different status of professional identity. Psychological Science and Education psyedu.ru, 2014, vol. 6, no. 2, pp. 188–197. (In Russian) DOI: https://doi.org/10.17759/psyedu.2014060216  
  3. Yashchenko R. V., Anufrieva E. V. To the problem of the concept "time perspectives" in psychological science. Izvestiya of Volgograd State Technical University, 2014, vol. 16, no. 5, pp. 132–134. (In Russian) URL: https://elibrary.ru/item.asp?id=21976187
  4. Egorenko T. A., Rodina E. M. The role of time perspective in professional self-determination of students. World of Psychology, 2017, no. 1, pp. 125–129. (In Russian) URL: https://elibrary.ru/item.asp?id=29671995
  5. Egorenko T. A., Rodina E. M. The role of time perspective in professional self-determination of students. Modern Foreign Psychology, 2015, vol. 4, no. 4, pp. 11–15. (In Russian) URL: https://elibrary.ru/item.asp?id=25729620
  6. Kooij D. T. A. M., Kanfer R., Betts M., Rudolph C. W. Future time perspective: A systematic review and meta-analysis. Journal of Applied Psychology, 2018, vol. 103 (8), pp. 867–893. DOI: http://dx.doi.org/10.1037/apl0000306 
  7. Sullivan-Singh S. J., Stanton A. L., Low C. A. Living with limited time: Socioemotional selectivity theory in the context of health adversity. Journal of Personality and Social Psychology, 2015, vol. 108 (6), pp. 900–916. DOI: http://dx.doi.org/10.1037/a0039047
  8. John D., Lang F. R. Subjective acceleration of time experience in everyday life across adulthood. Developmental Psychology, 2015, vol. 51 (12), pp. 1824–1839. DOI: http://dx.doi.org/10.1037/dev0000059
  9. Kaplan A., Garner J. K. A complex dynamic systems perspective on identity and its development: The dynamic systems model of role identity. Developmental Psychology, 2017, vol. 53 (11), pp. 2036–2051. DOI: http://dx.doi.org/10.1037/dev0000339
  10. Wong V. C., Wyer R. S. Jr. Mental traveling along psychological distances: The effects of cultural syndromes, perspective flexibility, and construal level. Journal of Personality and Social Psychology, 2016, vol. 111 (1), pp. 17–33. DOI: http://dx.doi.org/10.1037/pspa0000048
  11. Bruehlman-Senecal E., Ayduk Ö., John O. P. Taking the long view: Implications of individual differences in temporal distancing for affect, stress reactivity, and well-being. Journal of Personality and Social Psychology, 2016, vol. 111 (4), pp. 610–635. DOI: http://dx.doi.org/10.1037/pspp0000103
  12. Suvorova I. Yu. Features of pupils’ and students’ perception of the future profession image as a part of social reality. Psychological Science and Education psyedu.ru, 2014, vol. 6, no. 2, pp. 162–172. (In Russian) DOI: https://doi.org/10.17759/psyedu.2014060214
  13. Jones S. L., Shah P. P. Diagnosing the locus of trust: A temporal perspective for trustor, trustee, and dyadic influences on perceived trustworthiness. Journal of Applied Psychology, 2016, vol. 101 (3), pp. 392–414. DOI: http://dx.doi.org/10.1037/apl0000041
  14. Muenks K., Miele D. B. Students’ thinking about effort and ability: The role of developmental, contextual, and individual difference factors. Review of Educational Research, 2017, vol. 87 (4), pp. 707–735. DOI: https://doi.org/10.3102/0034654316689328
  15. Burns E. C., Martin A. J., Collie R. J. Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 2018, vol. 53, pp. 57–72. DOI: https://doi.org/10.1016/j.cedpsych.2018.02.001
  16. Guo J., Parker P. D., Marsh H. W., Morin A. J. S. Achievement, motivation, and educational choices: A longitudinal study of expectancy and value using a multiplicative perspective. Developmental Psychology, 2015, vol. 51 (8), pp. 1163–1176. DOI: http://dx.doi.org/10.1037/a0039440
  17. Kubilay Ç. The evaluation of achievement orientation and academic self-regulation of students studying in Faculties of sport sciences. International Journal of Human Sciences, 2017, vol. 14 (3), pp. 2616–2627. DOI: https://doi.org/10.14687/jhs.v14i3.4682 
  18. Sergienko E. A., Kireeva Yu. D. Individual variants of subjective age and its correlations with factors of time perspective and quality of health. Psychological Journal, 2015, vol. 36, no. 4, pp. 23–35. (In Russian) URL: https://elibrary.ru/item.asp?id=24001555
  19. Erle T. M., Topolinski S. The grounded nature of psychological perspective-taking. Journal of Personality and Social Psychology, 2017, vol. 112 (5), pp. 683–695. DOI: http://dx.doi.org/10.1037/pspa0000081
  20. Rattat A.-C., Matha P., Cegarra J. Time flies faster under time pressure. Acta Psychologica, 2018, vol. 185, pp. 81–86. DOI: https://doi.org/10.1016/j.actpsy.2018.01.014
  21. Medovikova E. A. The correlation between the parameters of conscious self-regulation and students' time perspective at different stages of studying. Bulletin of the Kemerovo State University, 2015, no. 2-5, pp. 101–106. (In Russian) URL: https://elibrary.ru/item.asp?id=24000833
  22. Bieleke M., Legrand E., Mignon A., Gollwitzer P. M. More than planned: Implementation intention effects in non-planned situations. Acta Psychologica, 2018, vol. 184, pp. 64–74. DOI: https://doi.org/10.1016/j.actpsy.2017.06.003
  23. Strauman T. J. Self-regulation and psychopathology: Toward an integrative translational research paradigm. Annual Review of Clinical Psychology, 2017, vol. 13, pp. 497–523. DOI: http://dx.doi.org/10.1146/annurev-clinpsy-032816-045012
  24. Klochko V. Е., Krasnoryadtseva O. М., Khvan N. V. Individual psychological characteristics of two types of chronotopical organization of human lifeworld. Bulletin of the Kemerovo State University, 2015, no. 3-3, pp. 148–154. (In Russian) URL: https://elibrary.ru/item.asp?id=24305929
  25. Abulkhanova K. A. Methodological principle of a subject: study of person's life course. Psychological Journal, 2014, vol. 35, no. 2, pp. 5–18. (In Russian) URL: https://elibrary.ru/item.asp?id=21560866
  26. Prokonich O. A. Valuable and semantic indicators of balanced time perspective of university students. European Social Science Journal, 2015, no. 8, pp. 326–332. (In Russian) URL: https://elibrary.ru/item.asp?id=25135115

 

Date of the publication 31.10.2018