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

Detalhes bibliográficos
Autor(a) principal: Janeiro, Isabel Nunes
Data de Publicação: 2017
Outros Autores: Duarte, António Manuel, Araújo, Alexandra M., Gomes, Ana Inocêncio
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/11328/2559
Resumo: 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.
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spelling Time perspective, approaches to learning, and academic achievement in secondary studentsTime perspectiveApproaches to learningAcademic achievementSecondary studentsPrevious 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.Springer2019-01-24T13:06:48Z2019-12-31T00:00:00Z2017-01-01T00:00:00Z2017info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/2559enghttp://dx.doi.org/10.1007/s10459-018-9863-9Janeiro, Isabel NunesDuarte, António ManuelAraújo, Alexandra M.Gomes, Ana Inocêncioinfo:eu-repo/semantics/embargoedAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T02:10:55ZPortal AgregadorONG
dc.title.none.fl_str_mv Time perspective, approaches to learning, and academic achievement in secondary students
title Time perspective, approaches to learning, and academic achievement in secondary students
spellingShingle Time perspective, approaches to learning, and academic achievement in secondary students
Janeiro, Isabel Nunes
Time perspective
Approaches to learning
Academic achievement
Secondary students
title_short Time perspective, approaches to learning, and academic achievement in secondary students
title_full Time perspective, approaches to learning, and academic achievement in secondary students
title_fullStr Time perspective, approaches to learning, and academic achievement in secondary students
title_full_unstemmed Time perspective, approaches to learning, and academic achievement in secondary students
title_sort Time perspective, approaches to learning, and academic achievement in secondary students
author Janeiro, Isabel Nunes
author_facet Janeiro, Isabel Nunes
Duarte, António Manuel
Araújo, Alexandra M.
Gomes, Ana Inocêncio
author_role author
author2 Duarte, António Manuel
Araújo, Alexandra M.
Gomes, Ana Inocêncio
author2_role author
author
author
dc.contributor.author.fl_str_mv Janeiro, Isabel Nunes
Duarte, António Manuel
Araújo, Alexandra M.
Gomes, Ana Inocêncio
dc.subject.por.fl_str_mv Time perspective
Approaches to learning
Academic achievement
Secondary students
topic Time perspective
Approaches to learning
Academic achievement
Secondary students
description 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.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-01T00:00:00Z
2017
2019-01-24T13:06:48Z
2019-12-31T00:00:00Z
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dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://dx.doi.org/10.1007/s10459-018-9863-9
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dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
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