Future time perspective, optimism, and academic achievement.

Relation Between Time Perspective and Delay Discounting: A Literature Review

“…How long would it have all taken if it had really happened?" (Barndt & Johnson, 1955;Leshan, 1952;Teahan, 1958). In a more structured form, based on the Thematic Apperception Test (TAT; Murray, 1943), Klineberg (1967) and other groups have asked participants to tell a story about TAT Cards 1 (boy with violin) and 14 (silhouette in window) and to estimate the span of time encompassed by the story.…”

L’entrée à l'université et ses difficultés : regards croisés à partir d’un dispositif du Plan Réussite Licence

“…Quelles sont ces conditions ? La question ici n'est pas seulement d'interroger le temps des étudiants (en particulier leur perspective temporelle) dont nous savons depuis longtemps qu'elle est déterminante dans leur parcours (Teahan, 1958 ;Nuttin & Lens, 1985 ;Mello & Worrel, 2006) …”

Exploring the effects of changes in future time perspective and perceived instrumentality on graded performance

“…In one of the earlier studies, Teahan (1958), for example, found that high achievers have more extensive (i.e., refers to the subjective time horizon by which people's forethought is limited) FTP than low achievers on most of the projective tests such as story completion tests and Thematic Apperception Tests. On the basis of the distinction between cognitive (i.e., connectedness) and dynamic (i.e., valance) aspects of FTP, De Volder and Lens (1982) demonstrated that students' motivational level (i.e., academic en-gagement) and the length of their FTP were significantly and positively correlated with one another, indicating that highly motivated students attributed more value to distant goals and saw their schoolwork more instrumental in order to reach near and distant goals than their less motivated peers.…”

“…Previous studies have shown that both FTP and PI are related with important educational variables such as student motivation (Creten, Lens, & Simons, & 2001;Husman & Lens, 1999;Simons, Dewite, & Lens, 2004), school investment (Peetsma, 2000), academic engagement (Horstmanshof & Zimitat, 2007), and academic achievement (Adelabu, 2007;De Volder & Lens, 1982;Malka & Covington, 2005;Teahan, 1958;Zimbardo & Boyd, 1999). In one of the earlier studies, Teahan (1958), for example, found that high achievers have more extensive (i.e., refers to the subjective time horizon by which people's forethought is limited) FTP than low achievers on most of the projective tests such as story completion tests and Thematic Apperception Tests.…”