TIME PERSPECTIVE AS PREDISPOSITION OF STUDENTS’ ACADEMIC MOTIVATION
Journal Title: Вісник Львівського університету. Серія психологічні науки - Year 2018, Vol 2, Issue
Abstract
The relationship between academic motivation and students’ time perspective was investigated. Participants were 60 persons aged 19 to 32 years old – full-time students of various faculties of the University of Iceland who are not Icelandic citizens and study at the University in English. Accordingly, the English version of the Zimbardo Time Perspective Inventory (ZTPI) and the Academic Motivation Scale of R. Vallerand were used to collect the data. The analysis of the relationships between different dimensions of time perspective and academic motivation carried out within the framework of this article is the first report on the research, which aims at determining the specificity of the connection between time perspective and the life goals of an individual, depending on the cultural and situational factors. As a result of the Spearman correlation analysis, it was found that the students’ Aca- demic Amotivation correlates with Past Negative (ρ = 0.27, p <0.05) and Present Fatalistic (ρ = 0.28, p <0.05), and is negatively correlated with Past Positive ( ρ = -0.41, p <0.05) and Present Hedonistic (ρ = -0.31, p <0.05). On the contrary, positive correlations of Present Hedonistic and Past Positive were obtained with Intristic Motivation To Know: (ρ = 0.33, ρ = 0.27, respectively, p <0.05). The Past Positive scale also correlates with Motivation Through Identification (ρ = 0.31, p <0.05), while the Future time orientation is positively related to the Motivation Toward Accomplishments (ρ = 0.27, p <0.05) and the Introjected Regulation scale of Vallerand’s questionnaire (ρ = 0.31, p <0.05). Thus, focusing on negative images of one’s own past significantly reduces their motivation to study. Together with the focus on Present Fatalistic, orientation towards a negative past promotes the development of academic amotivation. Taking into account that the perception of one’s own past in a negative way may be conditioned by objective negative events, as well as by a negative assessment of more or less neutral events of our lives, students with a developed Past Negative time orientation in order to lower amotivation to study should work on cognitive representation of events of their own lives, shifting them to a more positive direction. The perception of the events of one’s own life in a less negative and more positive way will also contribute to the development of Past Positive time orientation, linked to the educational motivation to know, which assumes that students study due to the interest for the learning process itself. The educational motivation to know is also related to the Present Hedonistic time orientation. Thus, the more positively students evaluate their own past, and the more they are able to enjoy the present moment of their own lives, the more they are open to the new knowledge and the more pleasure brings them the very process of studying something new. It is worth mentioning that Past Positive time orientation as the foundation of an individual time perspective in general provides us with a sense of internal resource, and thus enables us to spend this resource on the implementation of new tasks and projects [1; 5]. Therefore, students with more pronounced Past Positive and Present Hedonistic time orientations have a more pronounced Motivation To Know , since to study they do not need an additional stimulus in the form of external rewards or praises as a sort of anticipited resource, because they do already have this resource in the form of Past Positive time orientation. The revealed relationships of Future time orientation with the Motivation Toward Accomplishments and Introjected Regulation motivation show that the more students are focused on the future, the more their educational activity is externally regulated by anticipated outcome. To conclude, time orientations, which traditionally form the balanced time perspective – Past Positive, Present Hedonistic and Future [1; 8; 14] – contribute to the development of productive academic motivation among students. On the contrary, the negative component of time perspective, represented by Past Negative and Present Fatalistic time orientations, is associated with the academic amotivation of students. However, it is worth mentioning that Past Positive, Present Hedonistic and Future time orientations underlie multi-directional motivation: time orientation towards future is closely related to the external regulation of educational activity, while time orientations towards positive past and hedonistic present contribute to the development of academic motivation to know and motivation through identification, which value the very process of learning as such.
Authors and Affiliations
Ярослав ПАВЛЮК, Інна ГАЛЕЦЬКА, Оксана СЕНИК
Keywords
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