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Abstract:In the first part we briefly discuss the concept of future time perspective (FTP) as a cognitive-motivational construct. By setting goals in the rather near or more distant future, human beings develop their individual FTP that can be characterized by its content (i.e., what people are striving for) and extension or depth (i.e. how far into the future individuals set their goals). Individual differences in the content and extension of the FTP have motivational consequences. In the second part we discuss our own empirical studies showing that not only does the number of future goals matter, but even more so their motivational content. Finally we will report empirical data on the correlates of present and future temporal orientations among adolescents and emerging adults in Europe, South Africa and Latin America. These empirical studies are based on Future Time Perspective Theory, Expectancy*Value Theory and Selfdetermination Theory.Key words: time perspective, motivation, education.The main purpose of this article is to review our theoretical and empirical research on future time perspective (FTP) as a cognitivemotivational construct. In the first section we describe how in our conceptualization and operationalization individual differences in the length and the content of FTP result from goal setting in the near and/or more distant future, and why these differences have motivational consequences. In the second section, we will examine empirical data on the correlates of present and future temporal orientations among adolescents and emerging adults in Europe, South Africa, and Latin America. We argue how goal content affects the quality of motivation. Present motivation that derives from future goals is by definition indeed extrinsic motivation, but not all types of extrinsic motivation are low-quality motivations. We will discuss our empirical work showing how important it is to take into account not only the extension of length of FTP, but certainly also the content of the goals that are pursued in the near and distant future. This goal content determines the quality of motivation. Then we discuss how important being future-oriented is for one's motivation. Finally, we propose further remarks on Future Time Perspective Theory.

Chromobacterium violaceum is one of millions of species of free-living microorganisms that populate the soil and water in the extant areas of tropical biodiversity around the world. Its complete genome sequence reveals (i) extensive alternative pathways for energy generation, (ii) Ϸ500 ORFs for transport-related proteins, (iii) complex and extensive systems for stress adaptation and motility, and (iv) widespread utilization of quorum sensing for control of inducible systems, all of which underpin the versatility and adaptability of the organism. The genome also contains extensive but incomplete arrays of ORFs coding for proteins associated with mammalian pathogenicity, possibly involved in the occasional but often fatal cases of human C. violaceum infection. There is, in addition, a series of previously unknown but important enzymes and secondary metabolites including paraquat-inducible proteins, drug and heavy-metal-resistance proteins, multiple chitinases, and proteins for the detoxification of xenobiotics that may have biotechnological applications.T he genomes of soil-and water-borne free-living bacteria have received relatively little attention thus far in comparison to pathogenic and extremophilic organisms, yet they provide fundamental insights into environmental adaptation strategies and represent a rich source of genes with biotechnological potential and medical utility. A particularly interesting organism of this kind is Chromobacterium violaceum, a Gram-negative ␤-proteobacterium first described at the end of the 19th century (1), which dominates a variety of ecosystems in tropical and subtropical regions. This bacterium has been found to be highly abundant in the water and borders of the Negro river, a major component of the Brazilian Amazon (2) and as a result has been studied in Brazil over the last three decades. These, in general, have focused on the most notable product of the bacterium, the violacein pigment, which has already been introduced as a therapeutic compound for dermatological purposes (3). Violacein also exhibits antimicrobial activity against the important tropical pathogens Mycobacterium tuberculosis (4), Trypanosoma cruzi (5), and Leishmania sp. (6) and is reported to have other bactericidal (2, 7-10), antiviral (11), and anticancer (12, 13) activities.Some other aspects of the biotechnological potential of C. violaceum have also begun to be explored, including the synthesis of poly(3-hydroxyvaleric acid) homopolyester and other shortchain polyhydroxyalkanoates, which might represent alternatives to plastics derived from petrochemicals (14, 15), the hydrolysis of plastic films (16), and the solubilization of gold through a mercury-free process, thereby avoiding environmental contamination (17, 18). These studies, however, have been based on knowledge of only a tiny fraction of the genetic constitution of the organism. In addition, the more basic issues of the mechanisms and strategies underlying the adaptability of C. violaceum, including its observed but infrequent infection of h...

This research comprises two studies based on Self Determination Theory. In Study 1, we translate and examine the factor structure of the Basic Psychological Needs Satisfaction and Frustration Scale (BPNSFS; Chen, Vansteenkiste et al., 2015) in a sample of Portuguese undergraduate students. Further, in Study 2 we used an independent longitudinal sample of 12th grade students to inspect whether the six subscales differently predict adjustment over time. Confirmatory factor analysis showed that a six-factor solution best fitted the BPNSFS data. Subsequent structural equation modelling indicated that the dimensions of need satisfaction and need frustration predicted unique variance in participants’ well-being and ill-being over time, even after controlling for reciprocal and baseline effects. Taken together the findings support the 6-factor multidimensional structure of the BPNSFS and provide extensive support for the distinction between the satisfaction and frustration dimensions of needs, suggesting that they should be measured and interpreted as relatively distinct motivational constructs.

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Previous research on the Balanced Measure of Psychological Needs Scale (BMPN) fitted a 5-factor structure distinguishing the three need factors of autonomy, competence and relatedness and the two method factors of need satisfaction and dissatisfaction. The current study explores the dimensionality and construct validity of the Portuguese version of the Balanced Measure of Psychological Needs (Sheldon & Hilpert, 2012) in two samples of high school students. We compared the original 5-factor model to three alternative models to assess the ability of each model to represent the factorial organization of the data. Confirmatory factor analysis yielded a good fit for solutions that separately modeled the satisfaction and frustration components of needs. The best-fitting solution of six factors, one per subscale, was supported in both high school samples, and was also shown by multigroup analysis to be invariant across gender. Regression analyses found that basic need satisfaction was related to subjective vitality and satisfaction with life (SWL) and need dissatisfaction predicted anxiety, depression and somatization. The substantive distinction between the satisfaction and frustration components of needs, and implications for educational settings, are discussed. Overall, the Portuguese BMPN appears to be reliable and valid to measure basic need satisfaction and need frustration for Portuguese high school students.

Drawing from self-determination theory, this study examines how does perceived parenting and psychological needs relate to identity development and psychosocial adjustment in Portuguese 12th-grade students ( N = 462) who prepare the transition to higher education or to the job market. Path model results revealed two distinct pathways: a “growth-oriented pathway” from need-supporting parenting to integrated career exploration, commitment-making and well-being via need satisfaction and a “vulnerability” pathway from need-thwarting parenting to both diminished well-being and ill-being through need frustration. Findings suggest that perceived parental support is a protective factor, and parental thwarting a risk factor for career decision-making, but this relation is mediated by the adolescents’ subjective feelings of psychological need satisfaction and frustration. Altogether, they suggest the need to customize interventions with adolescents to address “bright” and “dark” trajectories of identity development and establish a supportive counseling climate that facilitates the exploration of different aspects of self-environment in career transition periods.

The present anticipation of future goals creates instrumental motivation for immediate actions that are expected to be instrumental for achieving those future goals. Instrumental motivation is however by definition extrinsic motivation. Based on empirical research in educational settings, it is commonly argued that extrinsic motivation is of lower quality than intrinsic motivation. More recent developments in motivational psychology -in particular the development from the Cognitive Evaluation Theory into the Self-Determination Theory -replaced the distinction between intrinsic and extrinsic motivation by the more relevant distinction between autonomous and controlled motivation or behavioral regulation. Some types of extrinsic motivation belong to the category autonomous motivation, that is the case when the individual integrates or identifies with the external reason for doing the activity. We review empirical research from our research group that shows that instrumental motivation that is based on anticipated future goals can be autonomous and hence have a high quality. What matters is the content of the future goals and how they regulate behavior. Intrinsic future goals which are not perceived by the individual as externally controlling but as creating autonomous motivation/behavioral regulation are almost as adaptive as intrinsic motivation. KEYWORDS: Motivation; Future time perspective; Instrumentality Intrinsic and Extrinsic MotivationAsk students why they make their home work, learn their lessons, prepare their tests or exams. Some students may say that they like doing those things as such (e.g., I love geography; I really want to understand the phenomenon of earthquakes; I want to be able to speak fluently a few foreign languages) but many of the reasons given -even by optimally motivated students -are unrelated to those activities as 1 University of Leuven, Belgium 2 University of Coimbra, Portugal 3 Pontificia Universidad Católica del Perú, Universidad de Costa Rica 22such, but refer to antecedents or consequences of such activities (e.g., When I do my best, I will receive a reward; My mother forces me to study, otherwise I will be punished; I want to succeed and go to college to become a teacher, a psychologist, etc.). A third alternative implies the combination of both types of reasons (e.g., Iam really interested in how to do regression analysis but also because it will be helpful, when I'll be in graduate school, to analyse my research data and understand what they are telling me about my research question). Students can have many different reasons and motives to study and their teachers to teach (Covington, 1992: Schunk, Pintrich, & Meece, 2008Stipek, 2002).In motivation psychology these two distinct types of motivation are called intrinsic and extrinsic motivation (Atkinson, 1964, Deci, 1975White, 1959). An action is intrinsically motivated when the goal of the action is the action itself. The activity is inherently satisfying. People can be intrinsically interested in gaining knowledge, in striv...