временная перспектива

В статье рассматриваются вопросы восприятия психологического времени учащимися старших классов, обучающимися в образовательных учреждениях повышенного уровня образования, проживающими в городе, и старшеклассниками обычной общеобразовательной школы, проживающими в сельской местности. Дается описание феномена психологического времени, приводятся результаты сравнения временной перспективы, личных и жизненных планов старшеклассников городской и сельской школ.

The paper presents the results of theoretical and empirical research of time perspective among senior high school students depending on the subjective control localization. The study was conducted on the samples of senior high school students from general schools of the city of Saratov with «extreme» level of subjective control (n=70). Following psychodiagnostic methods were used: «Levels of subjective control» (by J. Rotter, modified by E. F. Bazhin, E. A. Golynkina, L. M. Etkind); «Psychological time of an individual» (by A. Kronik, E.

The article presents the results of empirical study of time perspective peculiarities, conducted in a comparative aspect on the sample of senior pupils from urban and rural schools (N = 140). The following ques-tionnaires were used: «Motivation to Success» and «Motivation of Failure Avoidance» by T. Ehlers, «Morphological Test of Life Values» by V. F. Sopov and L. V. Karpushina, «Graphic Test with Time Circles and Lines» by T. Cottle, «Sentence Completion» method by D. Saks and S. Levy, test-questionnaire «Subjective Control Level» by G.

The paper aims to identify the characteristics of how the time of danger and safety is represented in university students’ experience. This is achieved by using a technique developed by the authors on a sample of 130 students majoring in pedagogical sciences, aged 18–20 years. The study established that identifying the time of safety is based on the students’ subjective experience, while identifying the time of danger may draw on someone else’s emotionally strong experience.