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Future time orientation predicts academic engagement among first year university students

Citation

Horstmanshof, L and Zimitat, C, Future time orientation predicts academic engagement among first year university students, British Journal of Educational Psychology, 77, (3) pp. 703-718. ISSN 0007-0998 (2007) [Refereed Article]


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The definitive published version is available online at: http://www3.interscience.wiley.com/

DOI: doi:10.1348/000709906X160778

Abstract

Background. Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement.

Aims. This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose that there are significant relationships between psychological and behavioural elements of student engagement We also posit that time orientation is an important factor in facilitating psychological and behavioural elements of student engagement.

Sample. Participants (N = 347) were first-year undergraduate students who had completed one semester of study and re-enrolled for a further semester of study at an Australian university.

Methods. Participants were surveyed using instruments designed to measure Academic Application, Academic Orientation (Mclnnis, James, & Hartley, 2000), Time Perspective (Zimbardo & Boyd, 1999), the shortened version of the Study Process Questionnaire (Fox, McManus, & Winder, 2001) and hours spent preparing for class.

Results. There were interrelationships between the elements of student engagement (e.g. Academic Application) with productive educational behaviours (e.g. deep approach to learning). Students' perceptions of time appeared as a key factor mediating levels of Academic Application and Academic Orientation. Orientation to the Future emerged as a significant predictor of these elements of engagement.

Conclusions. Future orientation emerged as an important factor mediating students' academic engagement in these students who completed one semester of study. Interventions focusing on the development of time perspective may be helpful in encouraging and supporting academic engagement and, ultimately, persistence in higher education.

Item Details

Item Type:Refereed Article
Keywords:student engagement, retention, higher education
Research Division:Education
Research Group:Specialist Studies in Education
Research Field:Specialist Studies in Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Education and Training Systems
Objective Field:Education and Training Systems not elsewhere classified
Author:Zimitat, C (Professor Craig Zimitat)
ID Code:50542
Year Published:2007
Web of Science® Times Cited:63
Deposited By:Tasmanian Institute of Learning & Teaching
Deposited On:2007-08-01
Last Modified:2012-11-13
Downloads:14 View Download Statistics

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