The objective of the study was to examine the relation of individual differences in time perspectives (past-positive, past-negative, present-hedonistic, present-fatalistic, and future) to the use of volitional strategies in school (interest enhancement, performance self-talk, self-consequating, mastery self-talk, and environmental control). Participants were 385 university students from the Philippines. Results indicated that past-positive and future time perspectives positively predicted the use of various volitional strategies involved in regulating one’s motivation for studying. Past-negative, present-fatalistic, and present-hedonistic time perspectives were not salient predictors of volitional processes. Overall findings suggest that time perspectives are important individual difference variables that exert an impact on students’ academic outcomes. Implications are discussed.
|Publication status||Published - Apr 2014|
|Event||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy" - Philadelphia, PA, United States|
Duration: 03 Apr 2014 → 07 Apr 2014
|Conference||2014 Annual Meeting of American Educational Research Association: "The Power of Education Research for Innovation in Practice and Policy"|
|Abbreviated title||AERA 2014|
|Period||03/04/14 → 07/04/14|