Time perspective, approaches to learning, and academic achievement in secondary students

Abstract

a b s t r a c t Previous research suggests that both the presence of an extended future time perspective and the generic use of a deep approach to learning predict academic achievement and overall adjustment to school. The present study aimed to investigate how the different dimensions of time perspective (future, present, past, and negative future) influence secondary students' approaches to learning and academic achievement. Participants were 400 students attending the 11th grade (248 girls and 152 boys; Mean = 16.70, SD = 0.94) at six Portuguese public schools. Structural equation modeling analysis showed that future time orientation influenced academic achievement via deep and achieving approaches to learning, while past orientation and negative future influenced achievement via surface approaches to learning. Present orientation was not related to approaches to learning but had a small direct negative effect on academic achievement. Implications are discussed, along with limitations and suggestions for future research..

Öğretmen adaylarının ders çalışma yaklaşımlarının akademik başarıyı yordama gücü

“…The findings obtained in this research meet the relevant expectations. Some of the findings from this study are similar to those of earlier research results conducted abroad (Byrne et al, 2002;Gow et al, 1994;Janeiro et al, 2017;Liu et al, 2015;Saele et al, 2017). In addition, they are also similar to some domestic research results (Çetin, 2016; Olpak and Korucu 2014).…”

Impact of Future Time Perspective on Entrepreneurial Career Intention for Individual Sustainable Career Development: The Roles of Learning Orientation and Entrepreneurial Passion

“…FTP. We measured FTP with six future-subscale items from the scale of [68] and on a seven-point Likert-type scale ranging from 1 (never true to me) to 7 (always true to me).…”

Future Time Perspective and the Achievement of Optimal Best: Reflections, Conceptualizations, and Future Directions for Development

“…From a motivational perspective, FTP may operate to encourage a person to be purposive and self-regulated and to flourish in the course of academic learning and schooling (Zimbardo and Boyd, 1999;Barber et al, 2009;Janeiro et al, 2017). It is important, in this analysis, for a person to consider a specific future timespan in terms of envisaging different types of endeavors for accomplishment.…”

“…For example, as existing research has shown, the extension of a person’s FTP is closely related to his/her cognition and motivational patterns ( Simons et al, 2004a , b ). Indeed, developments in research over the past seven decades have produced clear and consistent evidence highlighting the significant impact of FTP on different types of adaptive outcomes (e.g., Zimbardo et al, 1997 ; de Bilde et al, 2011 ; Lens et al, 2012 ; Phan, 2015 ; Husman et al, 2016 ; Janeiro et al, 2017 ).…”

“…Time perspective , commonly known as TP, is an interesting theoretical concept that has received considerable research interest over the years (e.g., Zimbardo and Boyd, 2008 ; Milfont et al, 2012 ; Janeiro et al, 2017 ). Consideration of time perspective, from our synthesis and review of the literature, can explain in part the relevance and personal significance of life experiences.…”