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Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

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Time perspective of adolescents with deviant behavior: peculiarities and relation to tolerance for ambiguity and self-esteem

Yasnaya V.A., chair of criminal psychology, department of legal psychology, Moscow State University of Psychology and Education, Moscow, Russia, verrabbeat@yandex.ru
Zamurueva I.I., educational psychologist, secondary general education school №289, debowirka@rambler.ru
Abstract
The aim of the authors was to study the influence of self-esteem and such construct as tolerance for ambiguity on time perspective of adolescents with deviant behavior, and also to identify the differences in the structure of time perspective and tolerance for ambiguity between adolescents with deviant behavior and adolescents with normative behavior. Several sample groups of “deviant” adolescents participated in the research: pupils of two special schools for adolescents with deviant behavior and pupils of a general education school whose behavior was characterized as deviant for several criteria. The comparative sample group consisted of pupils of general education schools and pupils of schools with a selection of children of good academic abilities and a high learning motivation. As a result the authors described different constructs of “deviant” and “normative” time perspective, identified different structures of tolerance for ambiguity and different strategies of adaption to negative events among “deviant” and “adaptive” adolescents.

Keywords: deviant behavior, time perspective, tolerance for ambiguity, self-esteem, self-respect, negative past, positive future, hedonistic present, fatalistic present, future, risk, intolerance for ambiguity, striving for security

Column: Juvenile legal psychology

For Reference

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