Future Time Perspective as a Predictor of Adolescents' Adaptive Behavior in School

Autor/in	Carvalho, Renato Gil Gomes
Titel	Future Time Perspective as a Predictor of Adolescents' Adaptive Behavior in School
Quelle	In: School Psychology International, 36 (2015) 5, S.482-497 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034315601167
Schlagwörter	Career Development; Time Perspective; Futures (of Society); Correlation; Student Behavior; Academic Achievement; Regression (Statistics); Measurement Techniques; Student Attitudes; Predictor Variables; Student Adjustment; Socioeconomic Status; Foreign Countries; Parent Background; Educational Background; Social Integration; Surveys; School Counseling; Questionnaires; Portugal + Suchen Sie Ihr Suchwort? Berufsentwicklung; Zeitbezug; Future; Society; Zukunft; Korrelation; Student behaviour; Schülerverhalten; Schulleistung; Regression; Regressionsanalyse; Messtechnik; Prädiktor; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Socio-economic status; Sozioökonomischer Status; Ausland; Elternhaus; Vorbildung; Soziale Integration; Survey; Umfrage; Befragung; School counselling; Pädagogische Beratung; Fragebogen
Abstract	Future time perspective (FTP) has been associated with positive outcomes in adolescents' development across different contexts. However, the extent to which FTP influences adaptation needs additional understanding. In this study, we analysed the relationship between FTP and adolescents' behavior in school, as expressed in several indicators of achievement, social integration, and overall satisfaction. We also considered the mediating role of FTP in the association between socioeconomic status, defined by parental education, and adolescents' behavior in school. The sample consisted of 349 Portuguese adolescents, ranging in age from 14- to 18-years-old. We used a self-report measure of FTP and a school life survey. Regression analyses and bootstrapping procedures revealed that FTP was a significant predictor of school adaptation and a mediator of parental education influence on several adaptation variables. We discussed the results regarding the broader role of FTP in adaptive behavior as well as the importance of school counseling services aimed at fostering adolescents' FTP. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01