Future time perspective and academic satisfaction: identification and relationships in higher education
Introduction: For the Future Time Perspective, the future goals stipulated by individuals have a conscious and voluntary effect on present behavior. At the university, these behaviors are manifested in parallel with academic satisfaction or dissatisfaction. Objective: Therefore, the objective of thi...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | Revista Internacional de Educação Superior |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8674339 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8674339 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Estudiantes universitários Psicología cognitiva Higher education University students Cognitive psychology Ensino superior Estudantes universitários Psicologia cognitiva |
| Sumario: | Introduction: For the Future Time Perspective, the future goals stipulated by individuals have a conscious and voluntary effect on present behavior. At the university, these behaviors are manifested in parallel with academic satisfaction or dissatisfaction. Objective: Therefore, the objective of this research was to analyze the relationships between the Future Time Perspective and satisfaction with the academic experience. Methodology: 676 university students from different undergraduate courses at two institutions in southern Brazil participated. The ZPTI – Future Time Perspective Inventory and the QSEA – Satisfaction with Academic Experience Questionnaire were applied. Results: The results showed good internal structure indexes for the instruments. From the descriptive and correlational analyses, it was found that present-hedonistic and present-fatalistic oriented students tend not to be future-oriented. Those oriented by the future tense feel satisfied with their own learning and with their academic performance. However, students oriented by the negative past or the fatalistic present are more dissatisfied with their learning and performance. Conclusion: In view of the results, there is a need for higher education institutions and their professors to appropriate knowledge related to university students and the components of academic life so that there is greater satisfaction, as well as more concise perspectives for the future. |
|---|