Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement

Peetsma, Thea; Veen, Ineke van der

doi:10.1016/j.learninstruc.2010.08.001

Cited by 106 publications

(85 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Results confirm thus partially h2, given that significant SES-related differences occurred for only two dimensions. Finally, taking into account the indicators of school success, this study replicates the results obtained in previously mentioned studies with similar populations (Carvalho et al, 2010;Peetsma & van der Veen, 2011), by associating FTP to better indicators of achievement. Hypothesis 3 was therefore confirmed.…”

Section: Discussionsupporting

confidence: 86%

“…In effect, research has been consistently showing a significant association between extended and elaborated FTPs concerning different life domains, on the one hand, and an array of adaptive behaviors, on the other. For instance, FTP relates to learning motivation and academic investment, to the delay of gratification, or to the use of efficient selfregulation strategies (Bembenutty & Karabenick, 2004;de Bilde, Vansteenkiste, & Lens, 2011;Peetsma, Hascher, & van der Veen, 2005;Peetsma & van der Veen, 2011;Simons et al, 2004). FTP also relates to career maturity (Janeiro, 2010;Paixão & Silva, 2001;Walker & Tracey, 2012), to lower likelihood of engagement in risk behaviors (Carvalho et al, 2010;Lens et al, 2012), and to social integration, including social engagement and participation in activities (Carvalho, 2012).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Quantitative and Qualitative Assessment of Adolescents’ Future Time Perspective

Carvalho

2015

Paidéia (Ribeirão Preto)

View full text Add to dashboard Cite

Developing perspectives concerning the future in adolescence has been associated with several adaptive behaviors in school context. However, a need to understand how these prospects are build remains. In this paper, two studies on adolescents’ future time perspective (FTP) are presented, highlighting its connection to the present experience. Participants were adolescents, aged 14 to 18. In the first study (N = 551), it is analyzed the factorial structure of a questionnaire designed to assess FTP in school context. A significant association of academic performance with FTP was found. In the second study (N = 11), through an analysis, based on Grounded Theory, to qualitative data derived from interviews, it was found that adolescents think considerably about their future, despite showing to be predominantly focused on career related dimensions. The influence on prospective thinking of both educational agents of the participation in multiple activities was also identified.

show abstract

Section: Discussionsupporting

confidence: 86%

mentioning

confidence: 99%

Quantitative and Qualitative Assessment of Adolescents’ Future Time Perspective

Carvalho

2015

Paidéia (Ribeirão Preto)

View full text Add to dashboard Cite

show abstract

“…This friction is linked to negative development of motivation and self-perceptions (Eccles et al 1993). The second is a shifting relevance of life domains for adolescents (Peetsma 1997, as cited in Peetsma andvan der Veen 2011). This means that the value of other life domains, such as social value, becomes larger than the value of school.…”

Section: Explaining the Performance Declinementioning

confidence: 99%

Declining trends in student performance in lower secondary education

et al. 2015

View full text Add to dashboard Cite

Student performance is related to motivation to learn. As motivation generally declines during lower secondary education, one might expect performance to decline as well during this period. Though, until now, it has been unclear whether this pattern exists. In the present study, we examined student performance during the early years of secondary education from a developmental perspective. Participants were 1544 Dutch secondary school students across three grades (grades 7 to 9). To investigate student performance trends, we analysed report card grades by using hierarchical linear modelling with two levels (level 1, time point; level 2, student). Potential moderators to be examined were (1) gender, (2) school type and (3) initial level. A linear decline in report card grades from grade 7 to 9 was found for boys and girls, in all school types, and regardless of initial level. Two variables moderated the steepness of the decline: school type and initial level. Gender and school type had a main effect on performance level. The same pattern was observed for the subset of 'core subjects'-Dutch, English and mathematics. Motivational and cognitive factors that may explain the performance decline are discussed.

show abstract

“…This may cause them to fall behind in their studies, being demoted to a lower level of education or dropping out of school altogether (cf. Meijers et al 2006;Peetsma and Van der Veen 2011). In the worstcase scenario, these students' maladaptive behavior becomes more pronounced, which, in the long run can result in their displaying delinquent behavior, encountering the police and the justice system, developing psychiatric disorders, and generally dropping out of society (Fergusson et al 2005;Moffitt et al 2002).…”

Section: Introductionmentioning

confidence: 99%

Maladaptive behavior in relation to the basic psychological needs of students in secondary education

2018

View full text Add to dashboard Cite

Much research has been done into the relationship between students' motivation to learn and their basic psychological needs as defined by the self-determination theory (autonomy, competence, relatedness). However, few studies have explored how these psychological needs relate to different types of maladaptive behavior in the classroom. To prevent or remedy such behavior, more insight into its relationships is required. The present study attempted to determine the relationship between maladaptive behavior of secondary school students (grades 8 and 9) and the degree to which both teachers and peers address their needs for competence, autonomy, and relatedness. Results show significant, negative correlations between maladaptive student behavior in the classroom and the extent to which students' basic psychological needs are met by teachers and fellow students. Both teachers and fellow students play a role in students' maladaptive behavior toward school and withdrawn behavior. When it comes to unfriendly behavior, the perceived support of teachers appears to be particularly relevant, while the role of peers is an important factor in delinquent behavior.

show abstract

Relations between the development of future time perspective in three life domains, investment in learning, and academic achievement

Cited by 106 publications

References 22 publications

Quantitative and Qualitative Assessment of Adolescents’ Future Time Perspective

Quantitative and Qualitative Assessment of Adolescents’ Future Time Perspective

Declining trends in student performance in lower secondary education

Maladaptive behavior in relation to the basic psychological needs of students in secondary education

Contact Info

Product

Resources

About