Examining students' future time perspective: Pathways to knowledge building¹

Abstract

The purpose of this study was to provide evidence for the internal structure of the domain-general and context-specific components of future time perspective (FTP) and to provide support for a top-down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student Perceptions of Classroom Knowledgebuilding Scale. Analyses present evidence for: (a) the structural fidelity of student responses to the respective theoretical constructs, and (b) the top down, domaingeneral to context-sensitive relation between FTP variables and student learning behavior. The results also indicate that students' use of knowledge building strategies may be influenced by both domain-general aspects of FTP and the perceived endogenous instrumentality of coursework. Implications include support for use of valid FTP measures and the recognition of the relation between FTP and value of present school activities.

First Generation Students Identification with and Feelings of Belongingness in Engineering

“…Given the outlined role of the future in FGS development of social capital 21 ; the role that future oriented goal setting plays in the development of student identities 25 ; and influence of student future time perspectives can have on actions related toward engineering tasks 26,27 we have expanded our frameworks to include explicit consideration of student motivation, specifically their future time perspectives. Future time perspective, as utilized in this work is defined by the work of Hilpert et al 26 and Benson, Kirn, & Morkos 28 .…”

“…Future time perspective, as utilized in this work is defined by the work of Hilpert et al 26 and Benson, Kirn, & Morkos 28 . This operationalization of the future time perspective framework is comprised of 4 factors: perceived instrumentality of present tasks, connectedness to future, value of one's future in relation to the present, and perception of one's future.…”

The Interactive Role of Emotional Intelligence, Attachment Style, and Resilience in the Prediction of Time Perception in Doctoral Students

“…Relationships between delayed gratification and development of students' attitudes towards career and school, and importance of learning were noted (Peetsma et al, 2012). Graduate students who had a close connection between their present activities and imagined futures (connectedness) tended to value (instrumentality) their school work and developed complex knowledge structures necessary for life-long learning (Hilpert, Husman, Stump, Kim, Chung, & Duggan, 2012). Horstmanshof and Zimitat (2007) found that future-orientation in older students positively correlated with higher levels of academic performance in terms of dedication to studies, deeper approaches to learning, and applying course material.…”

Understanding Engineering Students' Stress and Emotions during an Introductory Engineering course.

“…32 In particular, Hilpert et al found that endogenous PI was associated with deep information processing in post-secondary engineering students. 33 Given its intrinsically motivating nature, it is plausible that endogenous PI can act as an appraisal antecedent in predicting positive academic achievement emotions. Notably, endogenous PI is derived from FTPT; however, it is task and context specific.…”