Temporal Strategies of Student Educational Activeness: Strategic Capital or Basic Resource?

Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 975-979

J. Environ. Treat. Tech.

ISSN: 2309-1185

Journal web link: http://www.jett.dormaj.com

Temporal Strategies of Student Educational

Activeness: Strategic Capital or Basic Resource?

Natalia A. Zaitseva , Irina V. Bryantseva , Vladimir E. Rubanik , Elena V.

Grigorovich , Natalia A. Matveeva , Larisa I. Tararina , Ekaterina I. Sokolova

Department of Hospitality, Tourism and Sports Industry, Plekhanov Russian University of Economics, Moscow, Russia. E-mail: zaitseva-

itig@mail.ru

Department of Economics and Management in Construction, Pacific State University, Khabarovsk, Russia.

Department of Legal Regulation of Economic Activity, Financial University under the Government of the Russian Federation, Moscow, Russia.

Department of Linguistics and Translation, Russian State Social University, Moscow, Russia.

Received: 13/09/2019

Accepted: 22/11/2019

Published: 20/12/2019

Abstract

The relevance of this article lies in the understanding of strategic guidelines by students. In today's world, when social time is

accelerating every year, it is becoming increasingly difficult to navigate in personal and public time. Solving life problems, it is

necessary to pay attention to planning and proper allocation of time, as years later there is a great risk to consider the past years

lost. Timely realization of the opportunities and potential is important when the person has both forces, and time, and it is the

period of youth. The aim of the study is to analyze the temporal strategies of personality in the field of educational activeness.

The article studies the features of educational activeness of students. Cognitive, emotional and behavioral aspects of students'

temporal strategies are analyzed. The novelty and originality of the study lies in the fact that the features of educational activeness

of students are studied. It is shown that the majority of students in training focuses on obtaining a diploma and subsequent

employment. It is revealed that some students believe that they need education for the sake of self-realization and knowledge. It is

established that students have the most common professional and cognitive goals. Cognitive aspects of students' temporality are

investigated. It is revealed that students perceive time in quite similar categories as the reserve of a resource that is all ocated to

them and which they can dispose of as a limited reserve that they dispose of during their lives. It is established that some students

see the possibility of time control. It is shown that time for a significant part of students is not a strategic capital that implements

life plans. The data obtained in the work can be used in labor psychology, age psychology, social psychology, pedagogy,

sociology, as well as for further theoretical development of this issue.

Keywords: Temporal strategy, Educational activeness, Student youth

sociological temporalism, many researchers pay great

Introduction

attention to such a direction of research as the way of life (1,

, 12). The way of life as the most important research

Now, education is one of the priority goals of many

young people, as it gives them the skills for professional self-

realization, financial independence, but to use the training

opportunities is necessary taking into account the time costs,

as well as the learning strategy (2, 10, 11, 14, 16, 25, 26, 27,

paradigm has been established over the past forty years (22).

Its characteristic themes include the relationship between

human lives and a changing society; the schedule of life;

related or interdependent lives; and human activeness (1, 3,

9, 30). It is long-term planning that ensures the

3, 15, 20, 24, 31). Thus, the paradigm of life path also

implementation of life plans, but in youth, these issues are

rarely on the agenda. Therefore, it is important to pay

attention to the strategy of distribution of time of students in

the field of educational activeness. In the context of

involves the study of temporal aspects of personality

biography.

Numerous changes in the study and understanding of

human life by scientists have formed the problems of life. A

number of these changes have resulted in a General

conceptual trend that has made time, situation, and process

the most prominent dimensions in sociological and

psychological theory. This trend has different directions,

Corresponding author: Natalia A. Zaitseva, Department of

Hospitality, Tourism and Sports Industry, Plekhanov Russian

University of Economics, Moscow, Russia. E-mail: zaitseva-

itig@mail.ru.

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Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 975-979

including the macrocosm of age stratification, culture and

intergenerational models, analysis of the impact of social

forces that form the way of life. In addition, an important line

of interpretation of social time and temporal strategies were

research life strategy and behavior strategy as an attribute of

life activity of the individual and the social community (3, 4,

speed of its development, serves as a marker of its specificity,

the mechanism of education and internal integration.

Materials and Methods

This study will consider the temporal strategy of

educational activeness of students. In social psychology, it is

extremely common to use a student sample for various kinds

of research. This is due to their high availability, as well as

qualitative characteristics: mobility, high level of adaptation

to changing conditions, as well as due to the high importance

of this population group in the context of social development.

The special direction is made by the researches devoted to

social and temporal aspects of life activity of students.

Temporal strategy of students' behavior is a kind of their life

strategy. It is essentially a way of using certain properties and

qualities of social time in order to achieve life goals and

prospects. Temporal strategies of behavior accompany a

person in all activities, expressing his attitude to time,

perception and management skills, manifested in all spheres

of life activity of the community and strategies of its behavior

). Treating social community as temporal Association of

people, it is possible to consider social time as the integrating

beginning, a connecting link for people in social community.

It is a distinctive marker outlining the boundaries and

specifics of the community. Time of social community is a

special form and way of its life activity, which are expressed

in chronological dimension and temporal qualities.

The modern stage of development of society is

characterized, first, by the need to study the social

community as a subject of life, including temporal behavioral

strategies, and this need is reinforced by the contradictions

that are caused by the tendencies of individualization and

atomization of society (5, 8, 9, 17, 23). The freedom of the

individual as

subject of life strategies increases

significantly. Such individualization creates serious barriers

for interaction of representatives of social community,

reduces degree of its controllability and complicates process

of formation of the General vital strategies. Meanwhile, the

processes of evolution of social communities continue against

the background of individualization and atomization of

society and are manifested in new types of connections,

relationships and interactions within the community, in its

new types and varieties. Chronological measurement of the

life activity of a social community includes its metric

parameters: duration, duration of existence and functioning,

the speed of the processes occurring in it, the sequence of

stages of development, events, filling the content of each

stage and forming the biography of the social community.

Thus, time is an era in which representatives of generational,

professional and other social communities find their place. In

addition, chronological parameters include the history and

age of the social community (5, 6). Temporalities, temporal

values, way of emotional experience of time and other

characteristics form temporality; temporal connections and

relations of social community. In recent years, researchers

have been talking about the acceleration of social, historical

time, the processes of life in turbulent time. The time of

social inequality is worsening, and theories of temporalism

must adapt to social realities, mobilizing conceptual resources

educational, adaptive, financial, career, professional, and

reproductive and others. The value of time in students'

perceptions in the study was determined by correlation with

other success factors.

Main research questions:



Do students perceive time as a limited resource?

Are students in the same time rhythm with



others?



Does the students' personal time coincide with the

public social time?



How do students perceive time? As a linear or

nonlinear sequence?



Do students aspire to obtain only professional

knowledge?



How much time do students spend on education?

Results

The first task of the study is aimed at studying the

features of educational activeness of students. The survey

showed that the majority of students in training are focused

on obtaining a diploma and subsequent employment. So

answered 39% of the surveyed students. This suggests that

this category of students intelligently receives education and

is aimed at building a successful career in the chosen

specialty. Students, who receive education for employment,

adequately assess their future and make real plans for it. In

addition, a large percentage of respondents believe that they

need education for self-realization and knowledge (35%).

This group of students with less defined plans do not aim to

apply their knowledge in a professional environment, but to

increase their own intellectual level, which in the future will

allow them to find their place in life.

It is interesting, that the group of students (32%) who

consider education a way of self-development assesses the

time spent on training entirely justified, because they assess

the usefulness of knowledge not in terms of applicability in

practice in a particular profession, but as a step in the

development, which may consist of knowledge of any field.

Attendance is the most obvious indicator of educational

(

15, 18, 28). We still live according to the laws of linear time,

but we must state that time gradually increases its own

rhythm, so the concept of accelerating social time is now a

necessary tool for social and political analysis (7, 19, 21).

Based on the socio-psychological interpretations of the

concepts of behavior strategy, temporal behavior, the content

of the concept of temporal behavior strategies in relation to

the social community from the standpoint of the socio-

psychological approach was determined. Temporal strategy

of social community behavior is a direction of life activity,

forms and methods of which are focused on certain properties

and qualities of social time in order to achieve life goals. This

strategy of behavior not only characterizes the style and way

of life of a social community, but also sets the vector and

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Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 975-979

activeness. Quite a large percentage of respondents (27%)

indicated that they attend all classes at the University, which

indicates a high educational activeness of students. The

majority (42%) attend almost all classes, thus, it turns out that

take their course, which is fraught with a complete way out of

control. The remaining 11% may or may not want to build

relationships with time, allowing events to define their lives.

Almost 93% of respondents are engaged in case planning to

varying degrees. Combined with the previous figures, this

suggests that students are constantly trying to make a plan for

the next day, month or year, but do not show enough

perseverance in achieving their goals, or are depressed by

circumstances. There is also a possibility of constant change

of plans due to the high mobility of young people's lives: it

can be the dynamics of both external (change of situation,

environment, circumstances and living conditions, social

relations and status) and internal (change of priorities,

attitudes, and worldview). It is also interesting to pay

attention to the ways of time distribution by students.

Students (29%) spend their time evenly, giving each task,

each lesson a sufficient amount of time. Mostly students

(37%) use a mixed style: they devote a few hours to one

class, but then prefer to change the type of activity, regardless

of the degree of completion of the case. Some students (27%)

cannot pay full attention to one lesson at all, constantly

switching from one thing to another. This indicates that most

of the time students spend on something to adjust to a new

type of activity, instead of high-quality and thoughtful

classes, they prefer to pay attention to several cases at the

same time, increasing the speed of their execution, but

perhaps significantly reducing the quality.

9% of students actively attend classroom classes, which

corresponds to the aspirations of students in obtaining

valuable skills and knowledge. Almost 24% of students

report an average level of educational activeness, attending

about half of all classes. Also among students (13%)

practiced types of low activeness: attending only a small part

of classes. It is worth noting that among the respondents were

not those who do not attend classes.

Preparation for classes is also an important aspect of the

educational activeness of students. It is revealed that the

majority (53%) of students prepare for classes, but they are

prepared to different degrees and do not show high activity in

this case, not wanting to increase their time spent on

independent search and development of information.

Thus, the educational activeness of students is average

expressed among the respondents. This suggests that the

motives of their educational activities really have an impact

on cognitive activity, determining priorities in the choice of

educational strategy. The specificity of the definition of time

as a hard-to-access resource implies that it is impossible to

use it constantly. Time as a limited resource for students, in

our view, is something one-off in a global sense, a volume of

value that they can manipulate. These results are confirmed

by the respondents' answers to the question:" How do you

perceive time?" 27% of students consider time an infinite

resource, and 73% limited.

Discussions

Representatives of various Sciences analyze the

Considering the peculiarities of orientation in time in

modern students, we found that only 44% of respondents are

always in a particular moment of time. At the same, they time

poorly oriented in the time of day, lost in the hours of the

day. Among respondents, 13% are lost in days and 6% in

months. Such indicators show that young people often do not

notice the passage of time, do not pay attention to how much

time they spend on certain activities. Thus, it is worth noting

a certain carelessness in relation to the limited resource of

which the students spoke, describing the time. As for the

speed of personal and public time, it coincides with 59% of

respondents. The study showed that students often consider

the course of events parallel, but orderly. The regularity of

events in the views of respondents indicates their desire for

order, even simplification of the picture of the world.

Passivity in relation to the present time is due to the

ambiguity of many events. Students often have to solve moral

dilemmas that cause them difficulties, misunderstanding.

Subsequently, the view from the side helps to determine the

significance of the events that have occurred, but it is rarely

possible to do it instantly, in connection with which the active

perception of the past is manifested. The study showed that

transformation of time in modern culture: psychologists,

historians, philosophers, anthropologists, sociologists. One of

the most important problems that have come to the attention

of researchers in recent years: the perception of time in

different social groups. A number of works of modern

sociologists considering the attitude to social time as

transformation of cultural forms and value orientations are

devoted to the problem.

The idea of temporality is productive from both a

theoretical and a practical point of view. It lies in the fact that

time can be considered as a structure acting as a condition,

principle, rule of generation of any forms of human life,

whether texts, institutions, human actions, etc. Signs of

temporal organization can be found in any form of human

activeness. It does not matter whether the subject is aware of

it. Modern socio-bio-graphic temporalism is characterized by

a variety of paradigms, definitions. Most objects have both

spatial and temporal qualities. Society as a subject with its

temporal extent is characterized by complexity: the life cycles

of society include many sequential and parallel processes

consisting of a huge number of events. This means that

temporality is only partly related to astronomical time.

3% of respondents believe that they are in full control of

Temporality is determined by the content consisting of

events. Temporal analysis of an object is different from

structural analysis. There are objects that have only a spatial

structure, such as a crystal. In any unit of time, it will be the

same unchanging object, having physical but not temporal

properties. However, there are also completely temporal

objects that do not have spatial characteristics at a particular

time. Thus, the temporality of objects implies temporal

their time, 42.9% - believe that they manage to control most

of the time, but some moments are beyond their control. This

is a more sober assessment of time management abilities that

takes into account the possibility of unforeseen events. Some

students (23%) believe that they control about half of what

happens to them. This group of people is not quite able to

build a competent relationship with time, letting some things

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Journal of Environmental Treatment Techniques

2019, Special Issue on Environment, Management and Economy, Pages: 975-979

complexity (event saturation), not astronomical time (2, 9).

Considering the existing approaches to the definition of

temporality as a social characteristic, we concluded that this

aspect of social reality has an increasing impact on the

functioning of society. If earlier the spatial characteristic

education for the sake of self-realization and knowledge. It is

established that students have the most common professional

and cognitive goals. Cognitive aspects of students'

temporality are investigated. It is revealed that students

perceive time in quite similar categories as the reserve of a

resource that is allocated to them and which they can dispose

of as a limited reserve that they dispose of during their lives.

It is established that some students see the possibility of time

control. It is shown that time for a significant part of students

is not a strategic capital that implements life plans.

(occupied area, volume of production, quantity of resources)

was important for society, now mobility, speed and

innovations are of paramount importance. In the social

environment, this is manifested in many ways, including by

changing the relationship to time and its perception in both

individual and collective consciousness.

Now, the study of temporal strategies of behavior is at the

initial level: the definition of terminology and methodology,

attempts to understand the problems of this area. The number

of studies on the chosen topic is very small, which

encourages us to actively study the temporal strategies of the

most open and mobile social group - the students.

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