Time Attitude in Iranian Adolescents: A Qualitative Study
Subject Areas : Psychology
Heman Khezri Azar
1
,
Elahe Hejazi
2
,
Javad Ejei
3
,
Masoud Gholamali Lavasani
4
1 - University of Tehran
2 - University of Tehran
3 - University of Tehran
4 - University of Tehran
Keywords: time time attitude adolescence,
Abstract :
Due to the effect of culture on the formation of time attitude, it is very important to examine the components of time attitude in Iran with its certain cultural-social conditions. Therefore, this investigation attempts to study time and time attitude conceptualization from the perspective of adolescents with a qualitative method, interview with focus group, and grounded theory approach. Participants in this study was 45 adolescents (23 boys and 22 girls) aging 15 to 17 years old with the average age of 16.20. Three focus groups were composed in male students school, and three focus groups were constituted in female students schools. Their responses regarding their perception of time were categorized in four categories of ‘hours’, ‘pressure and limitation’, ‘mental construct’, and ‘time as a metaphor’. The results of open and axial coding for past, present and future shows that this period of life in Iranian adolescents contains eight categories of positive future, negative future, hedonist present, negative present, futurist present, positive past, negative past, and past acceptance. Comparing with other findings, in general, time attitude is cultural based and cultural-social conditions affect time attitude adolescents’.
خواستار، حمزه (3931). طراحی مدل خطمشی گذاری برای تأمین امنیت فضای تبادل اطلاعات. پایان نامه دکتری. دانشکده مدیریت دانشگاه تهران.
Anagnostopoulos, F., & Griva, F. (2012). Exploring time perspective in Greek young adults: Validation of the Zimbardo Time Perspective Inventory and relationships with mental health indicators. Social Indicators Research, 106 (1), 41-59.
Arnett, J. J. (2000). High hopes in a grim world emerging adults' views of their futures and “generation X”. Youth & Society, 31(3), 267-286.
Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for?. Child Development Perspectives, 1(2), 68-73.
Bandura, A., (1997) Self efficacy: The exercise of control. New York: Freeman.
Becker, B. E., & Luthar, S. S. (2002). Social-emotional factors affecting achievement outcomes among disadvantaged students: Closing the achievement gap. Educational Psychologist, 37(4), 197–214.
Bowling, A. (2014). Research methods in health: Investigating health and health services. McGraw-Hill Education (UK).
Buhl, M., & Lindner, D. (2009). Time perspectives in adolescence: Measurement, profiles, and links with personality characteristics and scholastic experience. Diskurs Kindheits- und Jungend Forschung, 2, 197 – 216.
Carelli, M. G., Wiberg, B., & Wiberg, M. (2011). Development and construct validation of the Swedish Zimbardo Time Perspective Inventory. European Journal of Psycho-logical Assessment, 27(4), 220.
Dawes, A., & Finchilescu, G. (2002). What's changed? The racial orientations of South African adolescents during rapid political change. Childhood, 9 (2), 147-165.
Erikson, E. H. (1968). Identity, youth and crisis. New York: Norton.
Fieulaine, N., Apostolidis, T., & Olivetto, F. (2006). Pre´carite´ et troubles psychologiques: l’effet me´diateur de la perspective temporelle. Cahiers internationaux de Psychologie Sociale, 72, 51–64.
Jones, J. M., & Brown, W. T. (2005). Any time is Trinidad time! Cultural variations in the value and function of time. Understanding behavior in the context of time: Theory,research, and application. Mahwah, NJ: Lawrence Erlbaum Associates, 305-323.
Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.
Laghi, F., Baiocco, R., Liga, F., Guarino, A., & Baumgartner, E. (2013). Identity status differences among Italian adolescents: Associations with time perspective. Children and Youth Services Review, 35 (3), 482-487.
Laguette, V., Apostolidis, T., Dany, L., Bellon, N., Grimaud, J. C., & Lagouanelle-Simeoni, M. C. (2013). Quality of life and time perspective in inflammatory bowel disease patients. Quality of Life Research, 22 (10), 2721-2736.
Levine, R. V., West, L. J., & Reis, H. T. (1980). Perceptions of time and punctuality in the United States and Brazil. Journal of Personality and Social Psychology, 38 (4), 541.
Levine, R., & Wolff, E. (1985). Social time: The heartbeat of culture. Psychology Today, 19 (March), 29-35.
Lewin, K. (1942). Time perspective and morale. In G. Watson (Ed.), Civilian morale (pp. 48-70). Oxford, England: Houghton Mifflin.
McCabe, K., & Barnett, D. (2000). First comes work, then comes marriage: Future orientation among African American young adolescents*. Family Relations, 49 (1), 63-70.
McInerney, D. M. (2004). A discussion of future time perspective. Educational Psychology Review, 16 (2), 141–151.
McKay, M. T., Cole, J. C., Sumnall, H. R., & Goudie, A. J. (2012). Framing health messages for adolescents: Should we use objective time periods, temporal bench-marks, or both?. Journal of Youth Studies, 15 (3), 351-368.
Mello, Z. R., & Worrell, F. C. (2006). The relationship of time perspective to age, gender, and academic achievement among academically talented adolescents. Journal of the Education of the Gifted, 29 (3), 271-289.
Mello, Z. R., Bhadare, D., Fearn, E. J., Galaviz, M. M., Hartmann, E. S., & Worrell, F. C. (2009). The window, the river, and the novel: Examining adolescents’ conceptions of the past, the present, and the future. Adolescence, 44, 539–556.
Mello, Z. R., Finan, L. J., & Worrell, F. C. (2013). Introducing an instrument to assess time orientation and time relation in adolescents. Journal of adolescence, 36 (3), 551-563.
Nuttin, J., & Lens, W. (1985). Future time perspective and motivation: Theory and research method. Leuven & Hillsdale, NJ: Leuven University Press and Erlbaum.
Piaget, J. (1955). The development of time concepts in the child. In P. H. Hoch, & J. Zubin (Eds.), Psychopathology of childhood (pp. 34–44). New York, NY: Grube and Stratton.
Shmotkin, D. (1991). The role of time orientation in life satisfaction across the life span. Journal of Gerontology, 46 (5), P243-P250.
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques, Sage, Newbury Park, CA.
Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag.
Worrell, F. C., & Mello, Z. R. (2007). The reliability and validity of Zimbardo Time Perspective Inventory scores in academically talented adolescents. Educational and Psychological Measurement, 67 (3), 487-504.
Worrell, F. C., & Mello, Z. R. (2009). Convergent and discriminant validity of timeattitude scores on the adolescent time perspective Inventory. Diskurs Kindheits-und Jugendforschung, 4 (2).
Worrell, F. C., Mello, Z. R., & Buhl, M. (2013). Introducing English and German versions of the Adolescent Time Attitude Scale. Assessment, 20 (4), 496-510.
Zeleski, Z., Cycon, A., & Kurc, A. (2001). Future time perspective and subjective well-being in adolescent samples. In P. Schmuck, & K. M. Sheldon (Eds.), Life goals and well-being: Towards a positive psychology of human striving (pp. 58–67). Gottingen, Germany: Hogrefe & Huber Publishers.
Zimbardo, P. G., & Boyd, J. N. (1999). Time perspective: A valid, reliable, individual-differences metric. Journal of Personality and Social Psychology, 77, 1271–1288.
Zimbardo, P. G., & Boyd, J. N. (2008). The time paradox. New York, NY: Free Press.
