Effects of Time Perspective on Student Motivation: Introduction to a Special Issue

By Douglas Kauffman, Jenefer Husman. 2004

159 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/630838246d7b6a46e4cc0e6360446b3a16d8db5c

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “Certainly, studies related to students’ perceptions of the usefulness of what they are learning for their future have been of interest to motivation researchers recently (e.g., Kauffman and Husman 2004 ).”
The Mathematics Value Inventory for General Education Students: Development and Initial Validation (2010, background): “Although a task high in utility value may not be intrinsically interesting, it may still be valued because of its perceived effects on personal development or professional achievement (Husman & Lens, 1999; Kauffman & Husman, 2004).”
Using mobile communication technology in high school education: Motivation, pressure, and learning performance (2008, background): “…with a lower dropout rate, higher-quality learning, better learning strategies, and more enjoyment of school (Carlton & Winsler, 1998; Czubaj, 2004; Deci & Ryan, 1985; Kauffman, 2004; Moneta, 2004), and is generally considered more desired by western researchers (Pintrich & Schunk, 1996).”
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009, background): “Future time perspective theorists have studied how students’ motivation is affected by their perceptions of the usefulness of what they are learning for their future (De Volder & Lens, 1982; Kauffman & Husman, 2004; Tabachnick, Miller, & Relyea, 2008).”
'Directed Motivational Currents': Regulating Complex Dynamic Systems through Motivational Surges (2014, background): “Temporal focus is particularly relevant for DMCs, as it has been repeatedly shown that future-oriented students – that is, students who ascribe higher valence to goals in the distant future – tend to be more persistent and obtain better academic results in the present (e.g. Kauffman & Husman, 2004).”
Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science. (2015, unknown): “…focused on understanding the particular role of utility value (UV) in achievement behaviors (Durik & Harackiewicz, 2007; Hulleman et al., 2008; Hulleman, Godes, Hendricks, & Harackiewicz, 2010; Hulleman & Harackiewicz, 2009; Kauffman & Husman, 2004; Shechter, Durik, Miyamoto, & Harackiewicz, 2011).”
Measuring Students' Motivation: Validity Evidence for the MUSIC Model of Academic Motivation Inventory. (2016, methodology): “The usefulness component is consistent with constructs such as utility value (Eccles et al., 1983; Eccles & Wigfield, 1995; Wigfield & Eccles, 2000) and instrumentality (De Volder & Lens, 1982; Kauffman & Husman, 2004).”
The Reliability and Validity of Zimbardo Time Perspective Inventory Scores in Academically Talented Adolescents (2007, background): “There is a considerable research base in psychology on adolescents’ TP (see Kauffman & Husman, 2004), with a substantial amount of the research focusing on future TP (e.g., Jessor, Donovan, & Costa, 1990; Lessing, 1972; Markus & Nurius, 1986; McInerney, 2004; Nuttin & Lens, 1985; Simons, Dewitte, &…”
The Intersection of Students' Perceptions of Instrumentality, Self-Efficacy, and Goal Orientations in an Online Mathematics Course (2007, background): “In their examination of postsecondary students enrolled in a psychology course, Malka and Covington (2005) found that perceived instrumentality accounted for a significant amount of variance in academic achievement over and above other motivational constructs including self-efficacy, achievement goa”
Engineering Students' Perceptions of Problem Solving and Their Future (2018, background): “As such, instructors’ discussions of the future with students may help them develop increased future-oriented and task-specific motivations (Kauffman & Husman, 2004).”