Death anxiety as a predictor of future time orientation among individuals with spinal cord injuries

2003 ◽  
Vol 25 (18) ◽  
pp. 1024-1032 ◽  
Author(s):  
E. Martz ◽  
H. Livneh
Keyword(s):  
Spinal Cord ◽  
Death Anxiety ◽  
Spinal Cord Injuries ◽  
Time Orientation ◽  
Future Time ◽  
Future Time Orientation

A Study of Subjective Time and Death Anxiety in the Elderly

1977 ◽  
Vol 8 (1) ◽  
pp. 81-90 ◽  
Author(s):  
L. O. Bascue ◽  
R. E. Lawrence
Keyword(s):  
Elderly People ◽  
Death Anxiety ◽  
The Elderly ◽  
Time Orientation ◽  
Subjective Time ◽  
Future Time ◽  
Future Time Orientation ◽  
The Future ◽  
The Relationship

This study explored the relationship between death anxiety and future time orientation in elderly people. The sample was comprised of 88 women over the age of 62. The overall pattern of results suggests that the elderly may turn away from the future as a way of controlling death anxiety.

The impact of future time orientation on employees’ feedback-seeking behavior from supervisors and co-workers: The mediating role of psychological ownership

2015 ◽  
Vol 21 (3) ◽  
pp. 336-349 ◽  
Author(s):  
Jing Qian ◽  
Xiaosong Lin ◽  
Zhuo R. Han ◽  
Bowen Tian ◽  
George Z. Chen ◽  
...  
Keyword(s):  
Positive Influence ◽  
Time Orientation ◽  
Psychological Ownership ◽  
Feedback Seeking ◽  
Future Time ◽  
Mediating Role ◽  
Future Time Orientation ◽  
Seeking Behavior ◽  
The Impact ◽  
The Relationship

AbstractFuture time orientation is essential if an employee is to be motivated to conduct activities that generate long-term rather than immediate gain, and which may involve risk. Given that feedback seeking requires the employee to slow down and seek input, it is surprising that little is known about the relationship between future time orientation and feedback seeking. Drawing upon psychological ownership theory and construal-level theory, we hypothesized a positive influence of future time orientation on feedback seeking from various sources (i.e., supervisors and co-workers). We also hypothesized job-based psychological ownership as a newly identified motive of feedback seeking and employed it to explain how future time orientation exerts influences. Tested with data from a sample of 228 subordinate–supervisor dyads from China, the results revealed that (1) future time orientation was positively related to feedback seeking from supervisors and co-workers and (2) job-based psychology ownership mediated the relationship between future time orientation and feedback seeking.

scholarly journals The relationship of gender, time orientation, and achieving self-regulated learning

2017 ◽  
Vol 35 (2) ◽  
pp. 353 ◽  
Author(s):  
Honorio Salmerón Pérez ◽  
Calixto Gutiérrez Braojos ◽  
Sonia Rodríguez Fernández
Keyword(s):  
Academic Achievement ◽  
Future Orientation ◽  
Time Orientation ◽  
Future Time ◽  
Self Regulated Learning ◽  
External Regulation ◽  
Future Time Orientation ◽  
Regulated Learning ◽  
Regulation Strategies ◽  
Approach Goals

<p class="RESUMENCURSIVA">The present study has three objectives: i) to test a theoretical model of academic achievement modulated by self-regulated learning; ii) to analyze significant differences between self-regulated learning means and time patterns depending on the gender of the participants; and iii) to identify self-regulated learning profiles toward academic achievement based on gender. The data were obtained from a sample of 192 university students in education degrees who were administered three instruments: a Future Time Orientation subscale by Zimbardo and Boyd, (1999); the 2x2 Achievement Goals Scale by Elliot and McGregor (2001), and a Learning Regulation subscale by Vermunt (1998). In addition, they answered a question about their mean grade point average up to that point in the academic degree studied. The results indicate a significant and positive relationship between the future time orientation, approach goals, and external regulation strategies. Significantly higher scores are observed in women than in men on key academic performance variables, although the effect size was not large. The gender differences are exclusively quantitative. In both groups, the characteristics of the learner profiles are somewhat similar, with no important differences observed for the gender condition. In general, avoidance goals and external regulation strategies can lead to success in academic achievement, as long as they are accompanied by a future orientation, internal regulation, and approach goals.</p>

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