Limitation of psychological defense on the formation of students’ time perspective
Abstract
The purpose of the research is to determine the peculiaritiesof the formation of students’ time perspectiveof life given the intensity of the systematic applicationof various psychological defense mechanisms. Methods.42 students participated in the research. Standardizedtest methods were used to collect empirical data.Cluster analysis, correlation analysis, and Mann-WhitneyU-test contributed to the quantitative processingof empirical material. Results. It was found that studentswith a low tolerance for stress in terms of balance(U= 137.00; p=.049) and self-control (U=.001;p<.001) are more prone to systematic actualizationof the psychological defense of substitution, regression,and rationalization. It is determined that the systematicuse of psychological defense in students is associatedwith temporal orientations as follows: substitution correlateswith the past negative (Rs=.331; p=.033), fatalisticpresent (Rs=.309; p=.046), and future (Rs=-.314;p=.043); regression correlates with the past negative(Rs=.387; p=.011), present fatalistic (Rs=.374; p=.015), present hedonistic (Rs=.422; p=.005), and future (Rs=-.376; p=.014); rationalization correlates with the future(Rs=.444; p=.003). There were also direct links betweenthe denial of reality and the present hedonistic (Rs=.485;p=.001) with protective compensation and the fatalisticpresent (Rs=.456; p=.002). The findings indicatethat the study group lacks connections between temporalcompetence and the use of psychological defensemechanisms. At the same time, temporal competenceis inversely related to students’ orientation on the pastnegative (Rs=-.325; p=.036). Conclusions. Students’systematic application of the psychological defenseof substitution, regression, denial, and compensationis associated with time orientations on the past negative,present hedonistic, fatalism and shiftlessnesstoward current efforts in building the future. Students’active use of protective rationalization corresponds totheir natural orientation toward the future. However, itdoes not contribute to the complete of the componentsof the psychological time structure. Students’ systematicapplication of psychological defense mechanismsis not in line with their temporal competence.
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