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a b s t r a c t Previous research suggests that both the presence of an extended future time perspective and the generic use of a deep approach to learning predict academic achievement and overall adjustment to school. The present study aimed to investigate how the different dimensions of time perspective (future, present, past, and negative future) influence secondary students' approaches to learning and academic achievement. Participants were 400 students attending the 11th grade (248 girls and 152 boys; Mean = 16.70, SD = 0.94) at six Portuguese public schools. Structural equation modeling analysis showed that future time orientation influenced academic achievement via deep and achieving approaches to learning, while past orientation and negative future influenced achievement via surface approaches to learning. Present orientation was not related to approaches to learning but had a small direct negative effect on academic achievement. Implications are discussed, along with limitations and suggestions for future research..

This article examines the process and outcome of a Life Design Counseling group intervention with students in grades 9 and 12. First, we applied a quasi-experimental methodology to analyze the intervention's effectiveness in promoting Career Certainty, Career Decision-Making, Self-Efficacy, and Career Adaptability in a sample of 236 students. Second, focus groups comprising 33 participants were conducted, examining participants' perceptions of the intervention process and outcome. Our findings showed that the intervention had a significant effect on both Career Certainty and Career Self-Efficacy, but it had no effect on Career Adaptability. Our results also showed that MCS had a stronger effect on grade 12 students. Focus group participants reported on the usefulness of MCS, as well as on its benefits, which include increased information, as well as a sense of direction, self-discovery, connection, and increased self-awareness. Grade 9 participants expressed more difficulties in narrating self-experience than grade 12 participants did. Implications for future research and practice are discussed.

O conceito de envolvimento dos alunos na escola tem vindo a ser colocado no cerne das discussões relacionadas com o sucesso académico e com o abandono escolar. Este estudo faz uma revisão de literatura acerca deste conceito e das suas relações com o desempenho académico, destacando a sua importância no âmbito da formação de professores. Vários estudos sustentam que a falta de envolvimento dos alunos aparece associada ao baixo desempenho académico, a problemas de comportamento e ao abandono escolar. O envolvimento dos alunos na escola apresenta-se, na literatura revista, como uma resposta eficaz para os problemas que afetam as escolas e os seus alunos, como um aspeto a ter em conta na prevenção de padrões de comportamento problemático em contexto escolar e, portanto, como um conceito transdisciplinar de elevada importância na formação de professores.

The types of difficulties associated with career attitudes were studied using Super's model of career maturity (1990) in a group of 620 Portuguese students from grades 9 and 12. A cluster analysis identified four styles with different patterns of association between time perspective, attributional beliefs, self-esteem and career attitudes. The adaptive style showed more committed career attitudes, and the other three styles-superficial, insecure and pessimistic-showed lower levels of career maturity. Implications for career counselling are further discussed.Résumé. Styles de coping face au parcours professionnel: différences dans les attitudes face au parcours professionnel chez des élèves de l'enseignement secondaire. On a étudié, en utilisant le modèle de la maturité de carrière de Super (1990), les types de difficultés associés aux attitudes face au parcours professionnel dans un groupe de 620 étudiants portugais des 9 e et 12 e degrés. Grâce à une analyse en clusters, quatre styles ont été identifiés, qui présentent différents patterns d'association entre la perspective temporelle, les croyances d'attribution causale, l'estime de soi et les attitudes relatives au parcours professionnel. Le style adaptatif correspond à des attitudes relatives au parcours professionnel plus engagées et les trois autres styles -superficiel, incertain et pessimiste -à des niveaux inférieurs de maturité de carrière. Les implications relatives au conseil en orientation professionnelle sont ensuite discutées.Zusammenfassung. Persönliche Stile bei der Bewältigung der Berufswahl: Unterschiedliche Einstellungen zur Berufslaufwahn bei Oberschülern. Auf der Grundlage von Supers Modell der Berufsreife (1990) wurden die Typen von Problemen untersucht, die bei einer Gruppe von 620 portugiesischen Schülern der

This study evaluates the adequacy of the micro-theory of client operations to explain meaning construction in Life Design Counseling. Four adolescents were interviewed on their second counseling session. Their recollections were stimulated through the replay of counseling videotapes and the resulting transcribed interviews were qualitatively analyzed. Results confirmed a sequence of client operations evolving from the symbolic representation of experience and reflexive self-examination towards making new realizations and revisioning self. Moreover, clients reported negative and positive session moments evidencing that clients' attention and activity during the session was not restricted to meaning construction operations. Practical implications for life design counseling are derived from the results and discussed.

ResumoA Perspetiva Temporal é uma dimensão cognitivo-motivacional. Um dos modelos com maior difusão na atualidade é apresentado por Zimbardo e Boyd (1999). Contudo, é importante referir que este modelo não considera a influência da temporalidade futura negativa, apesar de esta ser referida como fundamental por Lewin (1965). São três os objetivos deste estudo: determinar a estrutura fatorial i) do Zimbardo Time Perspective Inventory (ZTPI), ii) da Transcendental-Future Time Perspective Scale (TFTPS) através de Modelação de Equações Estruturais e iii) apresentar um novo modelo multidimensional no qual seja considerada a dimensão negativa da temporalidade futura. Os resultados com ambos os instrumentos foram coerentes com a teoria estabelecida, assim como também permitem sugerir um novo modelo formado por sete dimensões temporais. Palavras-chave: perspetiva temporal, ZTPI, TFTPS, futuro negativo, temporalidade subjetiva, modelação de equações estruturais AbstractTime Perspective is a cognitive-motivational dimension. Currently, Zimbardo & Boyd´s (1999) model is one of the most cited, still, it doesn´t consider the influence of future negative temporality, which is referred by Lewin (1965) as fundamental for human understanding. This study has three objectives, to determine i) Zimbardo Time Perspective Inventory (ZTPI) and ii) Transcendental-Future Time Perspective Scale (TFTPS) factor structures through Structural Equation Modeling and iii) to establish a new multidimensional model which includes the negative future dimension. Results with both instruments showed a structure coherently aligned with current theory, suggesting a new model formed by seven temporal dimensions.