Science for Education Today, 2020, vol. 10, no. 6, pp. 55–73
© Uglova A. B., Bogdanovskaya I. M., koroleva N. N., Miklyaeva A. V., 2020
UDC: 
159.9.072

High school students’ ideas about future time perspective with the focus on different levels of personal maturity

Uglova A. B. 1 (Assistant, Russian Federation), Bogdanovskaya I. M. 1 (Saint-Petersburg, Russian Federation), koroleva N. N. 1 (Saint-Petersburg, Russian Federation), Miklyaeva A. V. 1 (Saint-Petersburg, Russian Federation)
1 Herzen State Pedagogical University of Russia
Full text (Open Access) — Downloaded 1333
Abstract: 

Introduction. The authors investigate the problem of high school students’ ideas about future time perspective, which reflect the level of their personal development and the ability to solve life and professional problems independently and creatively. The purpose of the study is to identify the structural and content features of high school students’ ideas about future life perspective taking into account different levels of personal maturity.
Materials and Methods. Ideas about future time perspective were considered based on the concepts of the event-situational approach and the personal-time arrangement of future time perspective. The following biographical and psychodiagnostic methods were used to collect empirical data: E. Korzhova’s ‘Psychological autobiography’; The Twenty Statements Test (TST) by M.Kuhn and T. McPartland; A. Miklyaeva’s ‘Scale of personal maturity self-assessment’. Methods of mathematical statistics were used to analyze the quantitative results of the research.
Results. The authors summarize the findings of the theoretical and experimental study of high school students’ ideas about their future time perspective. The structural components of the ideas have been clarified, their functions in building future time perspective and regulating social activities of high school students have been determined. The study reveals the distinctive features of students’ ideas about future taking into account different levels of personal maturity in such aspects as event-richness and extensity of life perspective, its emotional coloring, concretization, and relationship with various aspects of personal maturity. The key content characteristics of the students’ ideas about future reflect their experience of self-identity and awareness of changes. Their important function is to regulate high school students’ activities, aimed at the implementation of life plans. The level of personal maturity affects structure and content of adolescent ideas about future time perspective.
Conclusions. The structure of high school students’ ideas about future time perspective includes a number of components that determine future well-being, socialization, and self-fulfillment. The principles and ideas, which have been developed as a result of the research, can be transferred to teachers' and psychologists' work with problems of life and professional self-determination of high school students.

Keywords: 

Level of personal development; Personal maturity; Ideas about future time perspective, High school students’ professional activities; Regulation of social activity.

URL WoS/RSCI: https://www.webofscience.com/wos/rsci/full-record/RSCI:44478882

Prominence Percentile SciVal: 90.540 Time Perspective | Future Orientation | CFC

https://www.scopus.com/record/display.uri?eid=2-s2.0-85099451068&origin=...

High school students' ideas about future time perspective with the focus on different levels of personal maturity

For citation:
Uglova A. B., Bogdanovskaya I. M., koroleva N. N., Miklyaeva A. V. High school students’ ideas about future time perspective with the focus on different levels of personal maturity. Science for Education Today, 2020, vol. 10, no. 6, pp. 55–73. DOI: http://dx.doi.org/10.15293/2658-6762.2006.04
References: 
  1. Rubtsov V. V. Psychology of education for children. Psychological-Educational Studies, 2017, vol.  9 (3), pp. 2–18. (In Russian) DOI: https://doi.org/10.17759/psyedu.2017090302 URL: https://www.elibrary.ru/item.asp?id=30455161
  2. Golovanova N. F., Dermanova I. B. Self-realization and satisfaction with life in adolescents: Psychological and pedagogical aspects. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2018, vol. 7 (3), pp. 278–286. (In Russian) DOI: https://doi.org/10.18500/2304-9790-2018-7-3-278-286 URL: https://www.elibrary.ru/ item.asp?id=35553677
  3. Alekhin A. N., Koroleva N. N., Ostasheva E. I. Semantic structures of world image as internal factors in the self-destructive behavior of today’s teenagers. Psychology in Russia: State of Art, 2015, vol. 8 (1), pp. 125–138. DOI: https://doi.org/10.11621/pir.2015.0111 URL: https://www.elibrary.ru/item.asp?id=23790152
  4. Bochaver A. A., Zhilinskaya A. V., Khlomov K. D. The future prospects of modern adolescents in the life course perspective. Russian Education & Society, 2017, vol. 59 (5–6), pp. 217–230. DOI: https://doi.org/10.1080/10609393.2017.1408364 URL: https://www.elibrary.ru/item.asp? id=35536632
  5. Khodakovskaia O. V., Bogdanovskaya I. M., Koroleva N. N., Alekhin A. N., Lugovaya V. F. Problematic internet usage and the meaning-based regulation of activity among adolescents. Communications in Computer and Information Science, 2018, vol. 859 (Digital Transformation and Global Society. DTGS 2018), pp. 227–238. DOI: https://doi.org/10.1007/978-3-030-02846-6_18 URL: https://www.elibrary.ru/item.asp?id=38618368
  6. Bochaver A. A., Khlomov K. D., Korneev A. A., Zhilinskaya A. V. How do adolescents hear their parents‘ advice about the future? Social Psychology and Society, 2019, vol. 10 (2), pp. 157–174. (In Russian) DOI: https://doi.org/10.17759/sps.2019100212 URL: https://www.elibrary.ru/item.asp?id=38491419
  7. Icenogle G., Steinberg L., Duell N., Chein J., Chang L., Chaudhary N., Di Giunta L., Dodge K. A., Fanti K. A., Lansford J. E., Oburu P., Pastorelli C., Skinner A. T., Sorbring E., Tapanya S., Uribe Tirado L. M., Alampay L. P., Al-Hassan S. M., Takash H. M. S., Bacchini D. Adolescents’ cognitive capacity reaches adult levels prior to their psychosocial maturity: Evidence for a “maturity gap” in a multinational, cross-sectional sample. Law and Human Behavior, 2019, vol.  43  (1), pp. 69–85. DOI: https://doi.org/10.1037/lhb0000315
  8. Maqbool Parray W., Kumar S. E., David B., Khare S. Assertiveness predicts self-esteem, academic achievement, and stress: A study of Kashmiri adolescents. Humanities & Social Sciences Reviews, 2020, vol. 8 (1), pp. 707–715. DOI: https://doi.org/10.18510/hssr.2020.8185
  9. Morales-Vives F., Camps E., Dueñas J. M. Predicting academic achievement in adolescents: The role of maturity, intelligence and personality. Psicothema, 2020, vol. 32 (1), pp. 84–91. DOI: https://doi.org/10.7334/psicothema2019.262  
  10. Moreira P. A., Faria V., Cunha D., Inman R. A., Rocha M. Applying the transtheoretical model to adolescent academic performance using a person-centered approach: A latent cluster analysis. Learning and Individual Differences, 2020, vol. 78, pp. 101818. DOI: https://doi.org/10.1016/j.lindif.2019.101818
  11. Cai Y., King R. B., Law W., McInerney D. M. Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM. Learning and Individual Differences, 2019, vol. 74, pp. 101750. DOI: https://doi.org/10.1016/j.lindif.2019.06.004
  12. Dozortseva E. G., Fedonkina A. A. Psychological characteristics of juvenile offenders with personal immaturity. Psychological Science and Education, 2013, no. 3, pp. 234–243. (In Russian). URL: https://elibrary.ru/item.asp?id=20316805
  13.  Mckay M., Morgan G., Wells K., Worrell F., Cole J., Andretta J. The influence of time attitudes on adolescent alcohol use behaviours: a 33-month prospective study in the United Kingdom. Addiction Research and Theory, 2018, vol. 27 (3), pp. 189–197. DOI: https://doi.org/10.1080/16066359.2018.1478414
  14. Klimova M. O., Tsiring D. A., Personal helplessness of adolescents: design and testing of psychodiagnostics technique. Siberian Journal of Psychology, 2017, no. 66, pp. 130–140. (In Russian) DOI: https://doi.org/10.17223/17267080/66/9
  15. Stewart J. G., Shields G. S., Esposito E. C., Cosby E. A., Allen N. B., Slavich G. M., Auerbach R. P. Life Stress and Suicide in Adolescents. Journal of Abnormal Child Psychology, 2019, vol. 47, pp. 1707–1722. DOI: https://doi.org/10.1007/s10802-019-00534-5
  16. Morosanova V. I., Bondarenko I. N., Fomina T. G. Personality and motivational features and conscious self-regulation in early adolescents with different dynamics of psychological well-being. Psychological Science and Education, 2019, vol. 24 (4), pp. 5–21. (In Russian) DOI: https://doi.org/10.17759/pse.2019240401
  17. Ramsgaard S. B., Bohn A., Thastum M. Past and future life stories in adolescents with anxiety disorders: A comparison with community controls. Memory, 2019, vol. 27 (7), pp. 998–1010. DOI: https://doi.org/10.1080/09658211.2019.1595660
  18. Vasyura S. A., Iogolevich N. I. Teenage schoolchildren’s time perspective as a psychological and pedagogical issue. Integration of Education, 2017, vol. 21 (2), pp. 199–217. (In Russian) DOI: http://dx.doi.org/10.15507/1991-9468.087.021.201702.199-217
  19. Donati M. A., Sottili E., Morsanyi K., Primi C. Time perspectives and gambling in adolescent boys: Differential effects of present- and future-orientation. Journal of Gambling Studies, 2019, vol. 35 (1), pp. 107–124. DOI: https://doi.org/10.1007/s10899-018-9780-0
  20. Andre L. van Vianen A. E. M., Peetsma T. T. D., Oort F. J. Motivational power of future time perspective: Meta-analyses in education, work, and health. PLoS ONE, 2018, vol. 13 (1), pp. e0190492. DOI: http://dx.doi.org/10.1371/journal.pone.0190492
  21. Andre L., van Vianen A. E. M., Peetsma T. T. D. Adolescents' and parents' regulatory focus as determinants of future time perspective on school and professional career. Learning and individual differences, 2017, vol. 59, pp. 34–42. DOI: https://doi.org/10.1016/j.lindif.2017.08.010
  22. Shinina T. V., Mitina O. V. Design and validation of the “Adolescents’ readiness for independent living” questionnaire: assessment and development of life skills. Psychological Science and Education, 2019, vol. 24 (1), pp. 50–68. DOI: https://doi.org/10.17759/pse.2019240104 URL: https://www.elibrary.ru/item.asp?id=37522532
  23. Terechenko V. V., Chub I. M. Individual and psychological characteristics of adulting in adolescent ontogenesis period. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2019, vol. 8 (3), pp. 230–239. (In Russian) DOI: https://doi.org/10.18500/2304-9790-2019-8-3-230-239 URL: https://www.elibrary.ru/item.asp? id=41388133 
  24. Jones C. M., Foli K. J. Maturity in adolescents with type 1 diabetes mellitus: A concept analysis. Journal of Pediatric Nursing, 2018, vol. 42, pp. 73–80. DOI: https://doi.org/10.1016/j.pedn.2018.07.004
  25. Alonso-Stuyck P., Zacarés J. J., Ferreres A. Emotional separation, autonomy in decision-making, and psychosocial adjustment in adolescence: A proposed typology. Journal of Child and Family Studies, 2018, vol. 27 (5), pp. 1373–1383. DOI: https://doi.org/10.1007/s10826-017-0980-5
  26. Leontiev D. A., Sulimina O. V., Bastrakov A. S. Trajectories of personal development in adolescents raised in families and orphans. Voprosy Psikhologii, 2014, no. 4, pp. 30–48. (In Russian) URL: https://elibrary.ru/item.asp?id=22253518 
  27. Konowalczyk S., Rade F. C. A., Mello Z. R. Time perspective, sports club membership, and physical self-concept among adolescents: A person-centered approach. Journal of Adolescence, 2019, vol. 72, pp. 141–151. DOI: https://doi.org/10.1016/j.adolescence.2019.02.008
  28. Chen T., Liu L., Cui J., Chen X., Wang Y. Developmental trajectory of time perspective: From children to older adults. Psychology Chinese Journal, 2016, vol. 5 (4), pp. 245–255. DOI: https://doi.org/10.1002/pchj.140
  29. Czerwińska-Jasiewicz M. The creation of a concept of one’s own life by adolescents as a manifestation of subjectivity and autonomy. Polish Psychological Bulletin, 2017, vol. 48 (1), pp.  28–37. DOI: https://doi.org/10.1515/ppb-2017-0004
  30. Zhilinskaya A. V., Bochaver A. A. Approaches to studying the building of adolescents trajectories of the life way. Psychological Journal, 2018, vol. 39 (1), pp. 36–45. (In Russian) DOI: https://doi.org/10.7868/S020595921801004X URL: https://www.elibrary.ru/item.asp?id=32243930
Date of the publication 31.12.2020