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  Previous issue (2019. Vol. 11, no. 4)

Psychological-Educational Studies

Former Title: Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139


License: CC BY-NC 4.0

Started in 2009

Published quarterly

Free of fees
Open Access Journal


Features of the Temporal Competence in Students with Different Status of Professional Identity 1644

Lebedeva E.V.
PhD in Psychology, Associate Professor, Chair of Educational Psychology, Institute of Psychology, Russian State Vocational Pedagogical University, Ekaterinburg, Russia

Surnina O.E.
Doctor of Biology, Professor, Chair of Theoretical and Experimental Psychology, Institute of Psychology, Russian State Vocational Pedagogical University, Ekaterinburg, Russia

We describe the study of individual indicators of temporal competence in students. The participants were 167 people aged 18 to 23 years. To identify the features of the temporal competence we used: Temporal perspective inventory (ZTPI), Temporary decenteration technique, Biographic scaling, Self-actualization Test (SAT). The status of professional identity was determined using a questionnaire by A.A. Ozerina. The comparison of four groups of students with different identity statuses confirmed the hypothesis of the existence of significant differences in the expression of individual indicators of temporal competence (temporal orientation, the ability to construct a coherent time transspective). In particular, it is shown that young people who has reach the status of professional identity, demonstrate the ability to live in the present with a holistic awareness of their way of life, while for subjects with diffuse identity, prevailed the orientation on one of the time modes and discrete time perception. The factor analysis showed differences in the structure of relationships between temporal competence indicators in students with different status identity.

Keywords: temporal competence, temporal orientation, transspective, professional identity

Column: Educational Psychology


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