Variation in how frequently adolescents think about the past, the present, and the future in relation to academic achievement.

Autor/inn/en	Mello, Zena R.; Worrel, Frank C.; Andretta, James R.
Titel	Variation in how frequently adolescents think about the past, the present, and the future in relation to academic achievement. Gefälligkeitsübersetzung: Wie oft denken Heranwachsende über die Vergangenheit, die Gegenwart und die Zukunft in Relation zur wissenschaftlichen Leistung nach?
Quelle	In: Diskurs Kindheits- und Jugendforschung, 4 (2009) 2, S. 173-183Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1862-5002; 2193-9713
Schlagwörter	Denken; Gegenwart; Hochschulbildung; Wissenschaft; Leistung; Zukunft; Jugendlicher
Abstract	"In an effort to contribute information on the relationship between time perspective and academic outcomes, we examined the frequency with which adolescents' reported thinking about the past, the present, and the future in relation to self-reported grade point average. Analyses of questions that assessed how often (i.e., never, monthly, weekly, and daily) adolescents thought about the past, the present, and the future yielded several findings: (a) about half of the adolescents' reported thinking about each time period on a daily basis, (b) patterns of responses indicated that daily and weekly occurrences were the most common rate of thinking between time periods, and (c) the frequency with which adolescents' reported thinking about the past predicted academic achievement, with more frequent thoughts about the past associated with higher academic achievement. Results are discussed in light of additional areas for research on time perspective." (author's abstract).
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2011/2