Does future time perspective predict motivation to learn?

被引：3

作者：

Axelrad, Hila ^{[1
]}

Drizin, Rima ^{[2
]}

Malul, Miki ^{[3
]}

Rosenboim, Mosi ^{[4
]}

机构：

[1] Interdisciplinary Ctr Herzliya IDC, Aaron Inst Econ Policy, Tiomkin Sch Econ, IL-46150 Herzliyya, Israel

[2] Ben Gurion Univ Negev, Guilford Glazer Fac Business & Management, Dept Publ Policy & Adm, Beer Sheva, Israel

[3] Ben Gurion Univ Negev, Guilford Glazer Fac Business & Management, Beer Sheva, Israel

[4] Ben Gurion Univ Negev, Guilford Glazer Fac Business & Management, Dept Management, Beer Sheva, Israel

来源：

INTERNATIONAL JOURNAL OF SCHOOL & EDUCATIONAL PSYCHOLOGY | 2023年 / 10卷 / 01期

关键词：

Future time perspective; motivation to learn; achievement motivation; academic studies; GOAL ORIENTATION; ACHIEVEMENT; BELIEFS; SELF; PERCEPTIONS; STUDENTS; AGE;

D O I：

10.1080/21683603.2020.1813667

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Outstanding high-school students in Israel are presented with the option of postponing their mandatory military service to pursue academic studies. The current paper focuses on female students aged 16-18 who are faced with this option, and compares those who are motivated to pursue academic studies to those who are more inclined to join the army immediately after high school. Through this comparison, we try to assess the impact of the students' Future Time Perspective (FTP), as well as their demographic data, on their motivation to learn. The results demonstrated that FTP in the group of students who were motivated to learn was significantly higher compared to the group of students who were not interested in enrolling into academic studies before military service. These findings point to a positive relationship between FTP and motivation to learn immediately after high school, and perhaps even learning motivation in general.

引用

页码：94 / 104

页数：11

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