Understanding the Association between Future Time Perspective and Self-Regulated Learning through the Lens of Self-Determination Theory

Autor/inn/en	de Bilde, Jerissa; Vansteenkiste, Maarten; Lens, Willy
Titel	Understanding the Association between Future Time Perspective and Self-Regulated Learning through the Lens of Self-Determination Theory
Quelle	In: Learning and Instruction, 21 (2011) 3, S.332-344 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2010.03.002
Schlagwörter	Student Motivation; Time Perspective; Anxiety; Metacognition; Self Determination; High School Students; College Students; Study Habits; Student Interests; Cognitive Processes; Learning Strategies; Learning Theories + Suchen Sie Ihr Suchwort? Schulische Motivation; Zeitbezug; Angst; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstbestimmung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Study behavior; Study behaviour; Studienverhalten; Studieninteresse; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Learning theory; Lerntheorie
Abstract	The present cross-sectional research examined a process underlying the positive association between holding an extended future time perspective (FTP) and learning outcomes through the lens of self-determination theory. High school students and university students (N = 275) participated in the study. It was found that students with an extended FTP regulated their study behaviour on the basis of several internal motives, including feelings of guilt and shame (introjected regulation), personal conviction (identified regulation) and interest (intrinsic motivation). The association with identified regulation was strongest and the association with intrinsic motivation fell below significance when controlling for identified regulation. Moreover, introjected and identified regulation emerged as mediators accounting for the association between FTP and cognitive processing. Further, to the extent that FTP engenders an internally pressuring mode of regulation it was found to be indirectly negatively associated with determination/metacognitive strategy use. In contrast to FTP, a present fatalistic and present hedonic time-orientation yielded more negative motivational and learning correlates. The link between FTP and self-determination theory is discussed. (Contains 1 figure and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10