Effects of Time Perspective on Student Motivation: Introduction to a Special Issue

Kauffman, Douglas F.; Husman, Jenefer

doi:10.1023/b:edpr.0000012342.37854.58

Cited by 111 publications

(77 citation statements)

References 19 publications

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“…El interés fue defi nido como la importancia atribuida a la matemática debido a un genuino interés, equiparable a la motivación intrínseca de Deci y Ryan (1985) y a la motivación por el aprendizaje de Grant y Dweck (2003), por ejemplo, "Estudiar matemática me resulta placentero". La utilidad se refi ere a la importancia de aprender matemática porque considera que lo ayudará en su desarrollo profesional o personal, aun cuando pueda no resultarle interesante (Husman & Lens, 1999;Kauffman & Husman, 2004), por ejemplo (ítem por la negativa): "Tener una sólida formación en matemática no sirve para nada". La importancia para la concreción de logros, o simplemente la dimensión logro, es la importancia de obtener buenos resultados en matemática, "Para mí es importante que me vaya bien en matemática".…”

Section: Medidasunclassified

Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

Rodriguez-Ayan¹,

Rico²

2015

Psicol. Reflex. Crit.

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Section: Medidasunclassified

Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

Rodriguez-Ayan¹,

Rico²

2015

Psicol. Reflex. Crit.

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“…The importance of usefulness to students' motivation has been researched by future time perspective theorists (De Volder & Lens, 1982;Kauffman & Husman, 2004) and by those studying utility value (Wigfield & Eccles, 2000). One implication is that instructors need to ensure that students understand the connection between the coursework and their future goals.…”

Section: Components Of the Music Modelmentioning

confidence: 99%

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Jones¹,

Epler²,

Mokri³

et al. 2013

Interdisciplinary Journal of Problem-Based Learning

109

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We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.

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“…Based on prior research (Bembenutty & Karabenick, 2004;De Bilde et al, 2011;Kauffman & Husman, 2004) one may suppose that striving for long term goals and delaying gratification are needed to master the given study material. Therefore, future oriented students who spend a lot of time with learning and with mastering in study-related fields can find more easily joy and interest in the learning process and they can have higher intrinsic motivation which can lead to lower cheating rate.…”

Section: Resultsmentioning

confidence: 99%

Academic cheating and time perspective: Cheaters live in the present instead of the future

Orosz

Dombi

Tóth‐Király

et al. 2016

Learning and Individual Differences

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Acknowledgements: We thank Ágnes Szokolszky for her helpful comments on the manuscript. According to Zimbardo and Boyd (1999), time perspective (TP) is an unconscious and individually determined attitude towards time. The conceptualization of psychological time includes three time zones: past, present and future. People differ in the manner they relate to time and this attitude is strongly related to a wide range of behavior. Several studies identified TP dimensions behind a broad variety of behaviors such as health-related issues (e.g

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Effects of Time Perspective on Student Motivation: Introduction to a Special Issue

Cited by 111 publications

References 19 publications

Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

Validación de la Versión en Español del Mathematics Value Inventory (MVI) entre Estudiantes Universitarios Uruguayos

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

Academic cheating and time perspective: Cheaters live in the present instead of the future

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