Abstract:Se presenta una versión breve del Inventario de Perspectiva Temporal de Zimbardo (ZTPI) para Buenos Aires que fue construida a partir de la adaptación argentina de 56 ítems y que fue respondida por 343 personas junto con la escala de Malestar Psicológico y la de Autocontrol. A partir de un análisis paralelo clásico y un análisis factorial exploratorio se verificó la estructura original de cinco factores y se llegó a una versión del ZTPI breve (ZTPI-B) de 29 ítems. En un segundo estudio 272 personas completaron… Show more
“…Demographic and academic information: participants completed a questionnaire that collected information, such us age, gender, location, course of degree, year in which they had initiated the career and number of approved signatures. Zimbardo Time Perspective Inventory (ZTPI; Zimbardo and Boyd, 1999): brief local version by Germano and Brenlla (2020) was used to measure the PP time perspective. The ZTPI consists of 29 items distributed among five subscales: past-negative scale (7 items, e.g.…”
PurposeThe present research was based on an online questionnaire. A total of 256 undergraduate psychology students aged 18–44 (M = 23.61; SD = 0.57) from the Pontifical Catholic University of Argentina took part in the study (137 women; 53.3%). A sociodemographic and academic survey and the locally adapted versions of the Zimbardo Time Perspective Inventory (ZTPI), the Motivated Strategies for Learning Questionnaire (MSLQ) and the Tuckman Procrastination Scale were used in this study. Participants were contacted by an email advertisement in which the main purpose of the study was explained, and the instruments remained open from September to November of 2021. Descriptive analyses – means, standard deviations and frequencies – were calculated using IBM SPSS v.25, and mediation and moderation analyses were conducted on PROCESS macro.Design/methodology/approachAcademic achievement has always been a concern in the high undergraduate's community. Numerous studies have addressed psychological aspects of students' academic life; however, a past-positive (PP) time perspective, a warm and sentimental view of past events that took place in someone's life, has not been profoundly contemplated. The fact that students might organize their activities, employ different strategies to fulfill their tasks and motivate themselves to pursue their academic goals based primarily on their past experiences calls the attention on conducting research on this time perspective dimension and its relationship with procrastination and academic motivation. It was hypothesized that the PP time perspective would positively predict academic achievement via the mediation of academic motivation in a way that the potentiate effect of PP time perspective on academic achievement would be increased in highly motivated students, but this effect would be reduced in less motivated students. Also, it was hypothesized that the relationship between motivation and academic achievement would be negatively moderated by procrastination such that academic achievement would increase with academic motivation; however, that increase would be attenuated by procrastination.FindingsAcademic achievement was positively associated with PP time perspective (r = 0.39; p < 0.01) and academic motivation (0.36; p < 0.01) and negatively associated with procrastination (r = −0.15; p < 0.05). Results showed that academic motivation mediated the relationship between PP time perspective and academic achievement (ß = 1.37; R2 = 0.21; p < 0.001). Additionally, procrastination moderated the relationship between academic motivation and academic achievement but only at the low (ß = 0.76; p < 0.001) and medium (ß = 0.44; p < 0.001) levels of procrastination, while at high levels of procrastination, that relationship was not statistically significant (ß = 0.11; p > 0.05).Originality/valueThis is the first study that examined the mediated role of academic motivation in the relationship between PP time perspective and academic achievement and that included the moderating role of procrastination.
“…Demographic and academic information: participants completed a questionnaire that collected information, such us age, gender, location, course of degree, year in which they had initiated the career and number of approved signatures. Zimbardo Time Perspective Inventory (ZTPI; Zimbardo and Boyd, 1999): brief local version by Germano and Brenlla (2020) was used to measure the PP time perspective. The ZTPI consists of 29 items distributed among five subscales: past-negative scale (7 items, e.g.…”
PurposeThe present research was based on an online questionnaire. A total of 256 undergraduate psychology students aged 18–44 (M = 23.61; SD = 0.57) from the Pontifical Catholic University of Argentina took part in the study (137 women; 53.3%). A sociodemographic and academic survey and the locally adapted versions of the Zimbardo Time Perspective Inventory (ZTPI), the Motivated Strategies for Learning Questionnaire (MSLQ) and the Tuckman Procrastination Scale were used in this study. Participants were contacted by an email advertisement in which the main purpose of the study was explained, and the instruments remained open from September to November of 2021. Descriptive analyses – means, standard deviations and frequencies – were calculated using IBM SPSS v.25, and mediation and moderation analyses were conducted on PROCESS macro.Design/methodology/approachAcademic achievement has always been a concern in the high undergraduate's community. Numerous studies have addressed psychological aspects of students' academic life; however, a past-positive (PP) time perspective, a warm and sentimental view of past events that took place in someone's life, has not been profoundly contemplated. The fact that students might organize their activities, employ different strategies to fulfill their tasks and motivate themselves to pursue their academic goals based primarily on their past experiences calls the attention on conducting research on this time perspective dimension and its relationship with procrastination and academic motivation. It was hypothesized that the PP time perspective would positively predict academic achievement via the mediation of academic motivation in a way that the potentiate effect of PP time perspective on academic achievement would be increased in highly motivated students, but this effect would be reduced in less motivated students. Also, it was hypothesized that the relationship between motivation and academic achievement would be negatively moderated by procrastination such that academic achievement would increase with academic motivation; however, that increase would be attenuated by procrastination.FindingsAcademic achievement was positively associated with PP time perspective (r = 0.39; p < 0.01) and academic motivation (0.36; p < 0.01) and negatively associated with procrastination (r = −0.15; p < 0.05). Results showed that academic motivation mediated the relationship between PP time perspective and academic achievement (ß = 1.37; R2 = 0.21; p < 0.001). Additionally, procrastination moderated the relationship between academic motivation and academic achievement but only at the low (ß = 0.76; p < 0.001) and medium (ß = 0.44; p < 0.001) levels of procrastination, while at high levels of procrastination, that relationship was not statistically significant (ß = 0.11; p > 0.05).Originality/valueThis is the first study that examined the mediated role of academic motivation in the relationship between PP time perspective and academic achievement and that included the moderating role of procrastination.
“…The differences in future time perspective according to sex have been less consistent than those for age (Kooji et al, 2018). Some studies have reported women to be more future time orientated than men (Brenlla et al, 2016;Germano & Brenlla, 2020;Kooji et al, 2018), and some others have distinguished that men tend to plan further into the future than women (Green & DeBacker, 2004). Furthermore, men's future goals have been said to be more orientated to career-related issues, whilst women have had more and more diverse goals related to work, family, and leisure time (Kooji et al, 2018).…”
Section: Psychological Thoughtmentioning
confidence: 99%
“…Age was segmented considering a previous the mean for age into younger students (aged 18-24; n = 183, 71.2%) and older students (aged 25-44; n = 74, 28.8%).Psychological ThoughtSouth-West University "Neofit Rilski" 2022, Vol. 15(1), 215-241 https://doi.org/10.37708/psyct.v15i1.640Zimbardo Time Perspective Inventory(ZTPI; Zimbardo & Boyd, 1999): brief local version byGermano and Brenlla (2020) was used to measure Future time perspective. The ZTPI consists of 29 items distributed among five subscales: Past-Negative scale (7 items, e.g., I often think of what I should have done differently in my life), Past-Positive (6 items, e.g., I enjoy stories about how things used to be in good old times), Present-Fatalistic (4 items, e.g., Since whatever will be will be, it doesn't really matter what I do), Present-Hedonistic (6 items, e.g., Taking risks keeps my life from becoming boring), and Future (6 items, e.g., Meeting tomorrow's deadlines and doing other necessary work comes before tonight's play).…”
Numerous studies have addressed psychological aspects of students’ life during the pandemic; however, data related to the role of future time perspective and sociodemographic differences -age and gender- in the relationship with procrastination and motivation is scarce. It was hypothesized that the relationship between future time perspective and procrastination would be negative, but positive with motivation, and that age and gender would have a differential moderating effect on those. This study was online and questionnaire-based. 257 undergraduate Psychology students aged 18–44 from the Catholic Argentinean University took part in the study. The results of moderation analysis allowed accepting partially the hypothesis formulated for procrastination, but for motivation the hypothesis was partially confirmed, since the relationship between future time perspective and motivation was not significant for men or for older students. These findings provide some insight into the role of future time perspective in behavior outcomes, especially in critical contexts like one of the pandemic, and how internal differences might enhance or diminish it. Moreover, the inclusion of certain psychological measures could be taken in order to compensate negative effects that higher procrastination and lower motivation can have in students.
“…Fue desarrollada por Zimbardo y Boyd (1999) y consta de 56 ítems con cinco opciones de respuesta en una escala tipo Likert, que van desde completamente falso (1) a completamente verdadero (5). Para este estudio se utilizó la adaptación breve del ZTPI para Buenos Aires (Germano & Brenlla, 2020). Este instrumento contiene 29 ítems que evalúan las cinco dimensiones de la PT: Futuro (compuesto por 6 ítems, e.g.…”
Section: Inventario De Perspectiva Temporal De Zimbardo (Ztpi)unclassified
El objetivo del estudio fue evaluar la relación entre la perspectiva temporal y el autocontrol en jóvenes y adultos de Buenos Aires, Argentina. El diseño de investigación fue no experimental, transversal, inferencial, con alcance correlacional. Se utilizó un muestreo no probabilístico de tipo bola de nieve. Los participantes (n = 560; 65,5% mujeres), con edades entre 18 y 60 años (M = 30,32; DE = 13,17), completaron un cuestionario de datos sociodemográficos, el Inventario de Perspectiva Temporal de Zimbardo y la Escala Breve de Autocontrol. Se realizaron análisis de diferencias de grupos (t de Student), de correlación (r lineal de Pearson), de regresión lineal múltiple y un análisis de senderos. Se halló que las puntuaciones medias de autocontrol fueron mayores en adultos que en jóvenes. El autocontrol covarió de manera significativa y positiva con el futuro y la edad y de manera negativa con el presente fatalista, pasado negativo y presente hedonista. Tres de las dimensiones de la perspectiva temporal —futuro, presente hedonista y pasado negativo— y la edad explicaron un 44,8% de la variabilidad de las puntuaciones del autocontrol. Los resultados aportan evidencia empírica sobre la relación que existe entre el procesamiento psicológico del tiempo y la capacidad de autocontrol.
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