SavedAdd your journal

Journals / International Journal of Psychology and Educational Studies / 2022 / Cilt: 9 - Sayı: 2

The Way University Students Cope with Real-World Problems: Daydreaming

Murat CANPOLAT
Pages
417–426
Publication Date
2022-03-26
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Within the framework of the findings, I provided practical advice for professionals offering psychological help.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Daydreaming is a type of mental time travel into the future.
📊
Key Findings & Data:The age at which daydreaming is most intense is self-reported to be between 17 and 29.
💡
Conclusion & Impact:Within the framework of the findings, I provided practical advice for professionals offering psychological help.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Daydreaming · university student · thematic analysis

Abstract

Daydreaming is a type of mental time travel into the future. Although many cultures consider daydreaming a waste of time, the vast majority of people spend part of the day daydreaming. The age at which daydreaming is most intense is self-reported to be between 17 and 29. In this qualitative research, I wanted to find out what university students' daydreams are, who is in their most intense daydreaming phase, and how these daydreams affect their lives. To this end, I conducted qualitative interviews with 41 university students aged 19 and 27. As a result of the thematic analysis, I identified the following three key themes: “daydreaming”, “positive aspects of daydreaming”, and “negative aspects of daydreaming”. Within the framework of the findings, I provided practical advice for professionals offering psychological help.

🔖

Cite This Article

CANPOLAT, M. (2022). The Way University Students Cope with Real-World Problems: Daydreaming. International Journal of Psychology and Educational Studies, Cilt: 9 - Sayı: 2, 417–426. https://ajindex.com/articles/768061

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Andrews-Hanna, J. R., Kaiser, R. H., Turner, A. E., Reineberg, A. E., Godinez, D., Dimidjian, S., & Banich, M. T. (2013). A penny for your thoughts: Dimensions of self-generated thought content and relationships with individual differences in emotional wellbeing. Frontiers in Psychology, 4, 900. https://doi.org/10.3389/fpsyg.2013.00900
  2. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American Psychologist, 55(5), 469–480. https://doi.org/10.1037/0003-066X.55.5.469
  3. Atli, A. (2016). Views of adolescents in high-school period on daydreaming. International Online Journal of Educational Sciences, 8(4), 148-160. http://dx.doi.org/10.15345/iojes.2016.04.013
  4. Baird, B., Smallwood, J., & Schooler, J. W. (2011). Back to the future: Autobiographical planning and the functionality of mind-wandering. Consciousness and Cognition, 20(4), 1604-1611. https://doi.org/10.1016/j.concog.2011.08.007
  5. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa
  6. Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approache. Sage Publication. Freud, A. (2004). Self and defense mechanisms (Trans. Y. Erim). Metis Publications (Original air date, 1939).
  7. Giambra, L. M. (2000). Frequency and intensity of daydreaming: Age changes and age differences from late adolescent to the old-old. Imagination, Cognition and Personality, 19(3), 229-267. https://doi.org/10.2190%2FXN4W-1CRE-B0MH-84XT
  8. Greene, T., West, M., & Somer, E. (2020). Maladaptive daydreaming and emotional regulation difficulties: A network analysis. Psychiatry Research, 285, 1-4. https://doi.org/10.1016/j.psychres.2020.112799
  9. Gross, M. E., Smith, A. P., Graveline, Y. M., Beaty, R. E., Schooler, J. W., & Seli, P. (2021). Comparing the phenomenological qualities of stimulus-independent thought, stimulus-dependent thought and dreams using experience sampling. Philosophical Transactions of the Royal Society B, 376, 1-10. https://doi.org/10.1098/rstb.2019.0694
  10. Havighurst, R. J. (1972). Developmental tasks and education. David McKay. IPSOS (2014). Youth of Turkey: With their dreams, values, concerns and daily lives. https://www.ipsos.com/tr-tr/turkiyenin-gencleri-hayalleri-degerleri-endiseleri-ve-gunluk-hayatlariyla
  11. Kane, M. J., Brown, L. H., McVay, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when: