Personality and Educational Choice of General versus Vocational Studies among 16- to 19-Year-Olds

1996 ◽  
Vol 78 (3_suppl) ◽  
pp. 1379-1388 ◽  
Author(s):  
Hallgeir Halvari
Keyword(s):  
Secondary School ◽  
Achievement Motivation ◽  
Multivariate Regression ◽  
Time Orientation ◽  
Educational Choice ◽  
Future Time ◽  
School Attachment ◽  
Future Time Orientation ◽  
Perceived Instrumentality ◽  
Vocational Studies

Achievement motives, future time orientation, and perceived instrumentality of theoretical subjects were investigated in relation to educational choice of general versus vocational studies at secondary school. Among 257 students, multivariate regression of educational choice showed that the higher the scores on the motive to achieve success, the lower the scores on the motive to avoid failure, and the higher the scores on perceived instrumentality, the more likely a student will be to choose general, i.e., mainly theoretical, studies at secondary school. No significant effect of future time orientation on educational choice occurred. The results are discussed in relation to achievement motivation theory, school attachment and achievement, and implications for reform of the school system.

Achievement Motivation and Involvement in Sport Competitions

1996 ◽  
Vol 83 (3_suppl) ◽  
pp. 1363-1374 ◽  
Author(s):  
Tor Oskar Thomassen ◽  
Hallgeir Halvari
Keyword(s):  
Achievement Motivation ◽  
Significant Positive Correlation ◽  
Time Orientation ◽  
Hierarchical Regression ◽  
Future Time ◽  
Hypothetical Model ◽  
Independent Variables ◽  
Future Time Orientation ◽  
Perceived Instrumentality ◽  
Positive Significant Correlation

213 pupils ( M = 17.2 yr.) were tested on the motive to achieve success, the motive to avoid failure, future time orientation, perceived instrumentality of cognitive and physical tasks at school, and the involvement in sport competitions. Analysis shows a significant positive correlation between the scores on motive to achieve success and the amounts of competitive involvement in sport. Conversely, the motive to avoid failure was negatively correlated with the involvement in sport. Further, a positive significant correlation for the involvement in sport competitions with perceived instrumentality of physical or sport tasks at school appeared. The relations were similar for both girls and boys. An hypothetical model based on hierarchical regression of the data showed that all independent variables affected involvement in sport competitions directly or indirectly.

scholarly journals The effect of future time orientation on employees’ achievement motivation

2020 ◽  
Vol 15 (1) ◽  
pp. 33-38
Author(s):  
Helen Angelica ◽  
Winida Marpaung
Keyword(s):  
Achievement Motivation ◽  
Time Orientation ◽  
Future Time ◽  
Cross Sectional ◽  
Future Time Orientation ◽  
Cross Sectional Design ◽  
High Degree

The present study examines the role of organizational employees' future time orientation toward their achievement motivation. Using a cross-sectional design, the results of the present study showed that employees who possess a high degree of future time orientation were more likely to possess a higher degree of achievement motivation than participants with lower future time orientation. We discuss the importance and the importance of promoting future time orientation among organizational employees. Penelitian ini menelaah hubungan antara orientasi masa depan terhadap motivasi berprestasi karyawan organisasi. Dengan menggunakan desain cross-sectional, hasil penelitian ini menunjukkan bahwa karyawan yang memiliki derajat orientasi masa depan yang tinggi cenderung memiliki derajat motivasi berprestasi yang lebih tinggi daripada karyawan yang memiliki orientasi masa depan yang rendah. Diskusi kami fokuskan mengenai pentingnya orientasi masa depan pada karyawan dan bagaimana cara memotivasi karyawan untuk meraih prestasi yang diinginkan.

Worry and Emotionality Components of Test Anxiety in Relation to Situational and Personality Determinants

1983 ◽  
Vol 52 (1) ◽  
pp. 267-280 ◽  
Author(s):  
Torgrim Gjesme
Keyword(s):  
Test Anxiety ◽  
Motivational Factors ◽  
Time Orientation ◽  
Cognitive Factors ◽  
Future Time ◽  
Cognitive Characteristics ◽  
Future Time Orientation ◽  
Perceived Instrumentality ◽  
School Activity

The amount of Worry and Emotionality components among pupils in Grade 6 with different motivational and cognitive characteristics was examined. A number of interactions indicated that the influence of both cognitive factors, i.e., ability and Future Time Orientation, and motivational factors, i.e., the achievement motives, on amount of Worry and Emotionality increased significantly as the perceived instrumentality (importance) of the school activity increased. Since it is the worry component which normally reduces quality of performance, one way to reduce worries at school for the pupils of low ability, the failure-oriented (highly anxious) pupils, the low future time-oriented pupils, and the girls, is to reduce the importance of the activity.

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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