Time Perspective of Gifted High School Students in Wartime Conditions
DOI:
https://doi.org/10.63437/3083-6433-2025-2(35)-08Keywords:
giftedness, gifted students, time perspective, coping strategies, war, gifted education supportAbstract
The study examines the time perspective profiles of gifted high school students in the context of wartime adversity. Grounded in the Zimbardo Time Perspective Inventory (ZTPI), the research aims to identify specific temporal orientations among gifted adolescents and to explore how these orientations relate to coping strategies, academic performance, cognitive resources under conditions of prolonged war.
The findings demonstrate that gifted adolescents are characterized by a more distinct Future orientation and a stronger Positive Past orientation compared to their non-gifted peers. These temporal orientations were significantly associated with constructive coping strategies, including problem-focused, analytic-reflective, creative-developmental, and socially supportive coping. Future orientation also correlated positively with academic achievement and self-evaluated creativity, underscoring its role as a cognitive-motivational resource fostering persistence, goal-setting, and self-regulation in challenging circumstances.
Conversely, dominance of Negative Past and Present Fatalistic orientations showed consistent positive associations with avoidance, distancing, self-blame, and other maladaptive coping strategies across both groups. These orientations were also negatively related to indicators of cognitive functioning. Notably, the status of prize-winner vs. non-prize-winner within the gifted group showed no significant impact on time perspective, confirming its relative stability as a personality construct independent of situational academic success.
Overall, the results highlight that gifted adolescents exhibit a more adaptive, resilient temporal profile, which serves as a protective psychological resource in wartime conditions. The study emphasizes the importance of fostering Future-oriented thinking as a pathway for enhancing resilience, constructive coping, and effective self-regulation among adolescents facing prolonged stress and uncertainty.
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References
Використані літературні джерела
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References
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3. Mello, Z. R. (2006). The relationship of time perspective to age, gender, and academic achievement among academically talented adolescents. Journal for the Education of the Gifted, 29(3), 271-289. Retrieved from: https://files.eric.ed.gov/fulltext/EJ746285.pdf. DOI: https://doi.org/10.1177/016235320602900302
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