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

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. Conclusions. The paper concludes that students having certain levels of conscious self-regulation demonstrate specific content characteristics of temporal perspectives.