View in EDS HTML Full Text PDF Full Text

Domain-Specific Consideration of Future Consequences: Further Evidence Using Academic Attainment Data

Saved in:
Bibliographic Details
Title: Domain-Specific Consideration of Future Consequences: Further Evidence Using Academic Attainment Data
Language: English
Authors: McKay, Michael T., Perry, John L., Worrell, Frank C., Cole, Jon C.
Source: Child Care in Practice. 2022 28(4):550-560.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Adolescent Attitudes, Student Attitudes, Goal Orientation, Self Efficacy, Academic Achievement, Health, Well Being, Financial Support, Climate, Money Management, Achievement Gap, Self Concept Measures, High School Students, Disadvantaged
Geographic Terms: United Kingdom (Scotland)
DOI: 10.1080/13575279.2020.1765148
ISSN: 1357-5279
1476-489X
Abstract: A number of recent studies have demonstrated that adolescents consider the future consequences (CFC) of behaviours domain-specifically. In other words, rather than being a "future orientated person," it appears that the orientation varies within individuals, depending on the domain in question. The present study matched data gathered in Scottish school children (N = 451) on consideration of four future domains (Health and Well-being, Finances, Academics, and Global Warming) with sociodemographic and academic attainment data provided by Local Government. Results showed that deprivation was significantly related to academic attainment, and that this relationship was partially mediated by the combined effects of academic self-efficacy and on consideration of future consequences--academic. Further, domain specificity was supported by the fact that scores for consideration of future consequences--health and well-being,--finance, and--global warming did not partially mediate the deprivation-attainment relationship. The study identifies two variables which may contribute to closing the poverty-related attainment gap.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1360742
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHqWhe9aInoP_Dkm8SjYd0yAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKU57oyKZtaUJYmbVwIBEICBm7jW8ujwftoyK-5-xLRBZq_qTcFV8bvT2N1qzSgCcbRx6pO3RSkmEA0uK--vzh02bpAlg89hg8xjsuv0_d6LpfxytcAqF5rkX8vydRlArlR-7nUTFoQRkDj33xe4c09vr3Id0wEuYIlvImCsAFYsAH-amD47bmJLYbL10qX8dh6_cF2lJW0jmM1IMWIljrFF-LRxclEX7Deow3gR
Text:
  Availability: 1
  Value: <anid>AN0159023012;j2301oct.22;2022Sep13.01:55;v2.2.500</anid> <title id="AN0159023012-1">Domain-specific Consideration of Future Consequences: Further Evidence Using Academic Attainment Data </title> <p>A number of recent studies have demonstrated that adolescents consider the future consequences (CFC) of behaviours domain-specifically. In other words, rather than being a "future orientated person," it appears that the orientation varies within individuals, depending on the domain in question. The present study matched data gathered in Scottish school children (N = 451) on consideration of four future domains (Health and Well-being, Finances, Academics, and Global Warming) with sociodemographic and academic attainment data provided by Local Government. Results showed that deprivation was significantly related to academic attainment, and that this relationship was partially mediated by the combined effects of academic self-efficacy and on consideration of future consequences—academic. Further, domain specificity was supported by the fact that scores for consideration of future consequences—health and well-being,—finance, and—global warming did not partially mediate the deprivation-attainment relationship. The study identifies two variables which may contribute to closing the poverty-related attainment gap.</p> <p>Keywords: Consideration of future consequences; domain specific; academic self-efficacy; attainment; Scotland</p> <p>Research interest into the way in which individuals think and feel about the past, present, and future continues to grow, both in terms of the overall number of peer-reviewed publications and the diversification of assessment and conceptualisation of this area of psychology (e.g. Daugherty & Brase, [<reflink idref="bib6" id="ref1">6</reflink>]; McKay et al., [<reflink idref="bib16" id="ref2">16</reflink>]; Milfont, Wilson, & Diniz, [<reflink idref="bib21" id="ref3">21</reflink>]; Worrell, McKay, & Andretta, [<reflink idref="bib39" id="ref4">39</reflink>]). Indeed, such is the volume of research publications, that a number of literature reviews have recently been undertaken (Joireman & King, [<reflink idref="bib13" id="ref5">13</reflink>]; Murphy & Dockray, [<reflink idref="bib23" id="ref6">23</reflink>]). Broadly speaking, research to date has suggested that a greater future orientation is significantly and positively associated with outcomes as varied as health and well-being (Adams & Nettle, [<reflink idref="bib1" id="ref7">1</reflink>]; Cole, Andretta, & McKay, [<reflink idref="bib4" id="ref8">4</reflink>]), environmental concern (Ma, Li, Jiang, & Jiang, [<reflink idref="bib15" id="ref9">15</reflink>]), and academic investment (De Bilde, Vansteenkiste, & Lens, [<reflink idref="bib7" id="ref10">7</reflink>]).</p> <p>However, a number of conceptual issues complicate these findings. Firstly, temporal psychology is both conceptualised and assessed in a variety of ways including Time Perspective (e.g. Zimbardo & Boyd, [<reflink idref="bib41" id="ref11">41</reflink>]), Time Attitudes (e.g. Worrell, Mello, & Buhl, [<reflink idref="bib40" id="ref12">40</reflink>]), and Consideration of Future Consequences (CFC; Strathman, Gleicher, Boninger, & Edwards, [<reflink idref="bib37" id="ref13">37</reflink>]). In a recent study wherein measures assessing all of these constructs were included, McKay, Perry, Cole, and Worrell ([<reflink idref="bib19" id="ref14">19</reflink>]) reported that these are relatively discrete constructs; thus, what is true of one may not necessarily be true of another. The main focus of the present study is the construct known as consideration of future consequences (Strathman et al., [<reflink idref="bib37" id="ref15">37</reflink>]). Early studies using this construct evidenced the relationship between greater consideration of future consequences and outcomes as varied as safer sexual behaviour (Dorr, Krueckeberg, Strathman, & Wood, [<reflink idref="bib8" id="ref16">8</reflink>]), a greater likelihood to present for health screening (Orbell, Perugini, & Rakow, [<reflink idref="bib27" id="ref17">27</reflink>]), and a reduced likelihood of being a smoker (Adams & Nettle, [<reflink idref="bib1" id="ref18">1</reflink>]).</p> <p>However, with the increasing volume of research studies, a number of conceptual issues with the consideration of future consequences construct began to emerge. Firstly, researchers began to question the psychometric properties of the Consideration of Future Consequences Scale (Strathman et al, [<reflink idref="bib37" id="ref19">37</reflink>], with results of different studies suggesting a single-factor, a two-factor, and a bifactor solution for the scale (for reviews, see Joireman & King, [<reflink idref="bib13" id="ref20">13</reflink>]; Murphy & Dockray, [<reflink idref="bib23" id="ref21">23</reflink>]). Secondly, an emerging literature began to provide evidence for the domain specificity of the consideration of future consequences construct (Dassen, Houben, & Jansen, [<reflink idref="bib5" id="ref22">5</reflink>]; McKay, Perry, Cole, & Magee, [<reflink idref="bib18" id="ref23">18</reflink>]; McKay, Perry, & Cole, [<reflink idref="bib17" id="ref24">17</reflink>]; Murphy & Murphy, [<reflink idref="bib24" id="ref25">24</reflink>]). For example, in two recent studies, we (McKay et al., [<reflink idref="bib18" id="ref26">18</reflink>]; McKay et al., [<reflink idref="bib19" id="ref27">19</reflink>]) have demonstrated the relative independence of consideration of academic, health and well-being, global warming, and finance scores. In other words, exploratory investigations suggest that individuals do not consider all aspects of the future to the same degree, but do so to varying degrees, depending on the future domain in question.</p> <p>In reviews of the consideration of future consequences literature to date, there has been no specific mention of the direct relationship between consideration of future consequences and academic outcomes (Joireman & King, [<reflink idref="bib13" id="ref28">13</reflink>]; Murphy & Dockray, [<reflink idref="bib23" id="ref29">23</reflink>]). However, elsewhere in the field of temporal psychology, researchers have investigated the relationship between time perspective more broadly and outcomes such as academic motivation (Simons, Vansteenkiste, Lens, & Lacante, [<reflink idref="bib35" id="ref30">35</reflink>]) and academic achievement (e.g. Lennings, Burns, & Cooney, [<reflink idref="bib14" id="ref31">14</reflink>]; Mello & Worrell, [<reflink idref="bib20" id="ref32">20</reflink>]; Shell & Husman, [<reflink idref="bib34" id="ref33">34</reflink>]). These studies suggest that a higher future time perspective is significantly related to better academic outcomes.</p> <p>Another variable of consequence in an academic context is self-efficacy. Self-efficacy is defined as "people's judgments of their capabilities to organise and execute courses of action required to attain designated types of performance" (Bandura, [<reflink idref="bib2" id="ref34">2</reflink>], p. 391). These beliefs help determine individuals' choices, efforts, persistence, and perseverance in tasks. Self-efficacy is a domain specific construct (e.g. Grau, Salanova, & Peiro, [<reflink idref="bib10" id="ref35">10</reflink>]; Habel, [<reflink idref="bib12" id="ref36">12</reflink>]; Muris, [<reflink idref="bib22" id="ref37">22</reflink>]) meaning that perceived competence in one domain (e.g. sport) does not always translate to all domains of life (e.g. emotions); therefore, feelings of competence tied to task demands of a given situation have greater predictive utility than a global self-evaluation (Bandura, [<reflink idref="bib3" id="ref38">3</reflink>]).</p> <p>The present study seeks to examine a number of issues. Firstly, the relationship between deprivation and academic attainment. Secondly, the mediating effect of consideration of future consequences (particularly academic) on the relationship between deprivation and attainment. This is important because, if CFC is truly domain-specific then only consideration of academic consequences (and not other consideration of the future in other domains) would be expected to be related significantly and meaningfully to an objective academic outcome. Were it that all four domains were significantly and meaningfully related to attainment, that would call into question the domain specificity argument.</p> <p>Data previously collected using the Domain Specific CFC Scale (McKay et al., [<reflink idref="bib18" id="ref39">18</reflink>]) were matched with academic attainment scores in Scottish school children in the present study. The present study was considered important as the Scottish Attainment Challenge (Scottish Government, [<reflink idref="bib30" id="ref40">30</reflink>]) has as its main focus improved literacy, numeracy, and health and well-being in specifically targeted areas of Scotland. The Scottish Attainment Challenge is underpinned by three strategic approaches—<emph>The National Improvement Framework</emph>; <emph>Curriculum for Excellence</emph>; and <emph>Getting it Right for Every Child</emph>—and seeks to close the attainment gap between those from more affluent areas of Scotland who, broadly speaking, achieve better academic outcomes than those from poorer areas. One of the Local Authority areas chosen to be part of the attainment challenge is Glasgow Local Authority. The study is also potentially important and informative because it uses objective statutory data (both examination results and socio-demographic information) alongside self-reported CFC data.</p> <p>The Scottish Index of Multiple Deprivation (hereafter deprivation, Scottish Government, [<reflink idref="bib33" id="ref41">33</reflink>]) is a national index of deprivation calculated using a variety of indicators (e.g. level of crime, travel time to the nearest General practitioner, level of unemployment). For the purpose of interpreting deprivation information, Scotland is partitioned into zones based on these IMD indicators, which are then ranked and clustered into deciles. A deprivation score of 10 is indicative of living in the least deprived areas of the country, with a deprivation score of 1 indicative of living in the most deprived areas. Based on the most recent Scottish Index of Multiple Deprivation data (Scottish Government, [<reflink idref="bib33" id="ref42">33</reflink>]), more than half of the 100 most deprived areas in the Scotland were to be found in Glasgow. Accordingly, the issue of deprivation in Glasgow is particularly acute.</p> <p>Previous studies have evidenced inequalities in educational outcomes across the world (see, e.g. Organisation for Economic Cooperation and Development [OECD], [<reflink idref="bib26" id="ref43">26</reflink>]), as well as within Scotland. One study indicated that by age 12–14, there were significant differences in numeracy for those living in the most affluent areas of Scotland compared to pupils from the most deprived areas (Sosu & Ellis, [<reflink idref="bib36" id="ref44">36</reflink>]). Furthermore, the Scottish Survey of Literacy and Numeracy (Scottish Government, [<reflink idref="bib29" id="ref45">29</reflink>]) showcased an attainment gap of 14–17% for reading, 21% for writing, and 12–28% for numeracy in children in primary and secondary schools in high and low SIMD deciles. A recent study in the Local Authority of Inverclyde, which is a neighbour to Glasgow, revealed a significant relationship between deprivation and Tariff Score (a composite attainment score) in School Year 4 (Perry, Dempster, & McKay, [<reflink idref="bib28" id="ref46">28</reflink>]). This relationship was partially mediated by higher academic self-efficacy, and this partial mediation was robust to the influence of gender, sensation seeking, school attendance, and past month frequency of Heavy Episodic Drinking. In the present study, we seek to extend the examination of this mediating role of academic self-efficacy to the Glasgow Local Authority, and further, to examine the degree to which future domains, including consideration of future consequences—academic, as well as academic self-efficacy, might mediate this relationship.</p> <p>Given previous findings demonstrating consideration of future consequences domain-specificity and the positive influence of future time perspective on academic investment, the present study had a number of specific aims. Firstly, we aimed to examine the degree (if at all) to which deprivation was related to Tariff score (attainment) in this sample. Additionally, we aimed to examine the domain-specificity hypothesis for consideration of future consequences. Domain-specificity would be supported if only consideration of academic (and not other future domains) was significantly associated with attainment score.</p> <hd id="AN0159023012-2">Method</hd> <p></p> <hd id="AN0159023012-3">Participants</hd> <p>Participants were 451 school children (<emph>N</emph> = 231 [51% Male]) in their fourth year of High school (age 15–16 years) attending six High schools in Glasgow Local Authority area. Participants were a subsample of those who participated in a Randomised Controlled Trial (Sumnall et al., [<reflink idref="bib38" id="ref47">38</reflink>]) examining the effectiveness of an alcohol education intervention. Data on consideration of future consequences were opportunistically collected and did not form part of the Trial's analyses. A form of opt-out parental consent was approved and obtained at the beginning of the Trial, and at each data collection point, individuals provided informed consent.</p> <hd id="AN0159023012-4">Measures</hd> <p>The Self-Efficacy Questionnaire for Children (SEQ-C; Muris, [<reflink idref="bib22" id="ref48">22</reflink>]) assesses self-efficacy in three domains: (a) academic self-efficacy (ASE; e.g. "How well do you succeed in finishing all of your homework, every day?"), (b) emotional self-efficacy, and (c) social self-efficacy. Each subscale contains seven items, and respondents rate each item on a 5-point Likert scale anchored by 1 (<emph>not at all</emph>) and 5 (<emph>very well</emph>). The structural validity and internal consistency of SEQ-C subscale scores has previously received robust support (α > 0.80; Muris, [<reflink idref="bib22" id="ref49">22</reflink>]). Scores on each domain range from a low of seven to a high of 35. Only the academic self-efficacy items were administered. Scores herein were deemed to be internally consistent (alpha = 0.86; mean inter-item correlation = 0.49).</p> <p>The Domain Specific CFC Scale (McKay et al., [<reflink idref="bib18" id="ref50">18</reflink>]) consists of 18 items and assesses four future domains. Six items assess CFC Health and Well-being (e.g. "I think about what I eat as I do not want to develop an illness in later life"); four items assess CFC Global Warming (e.g. "I do what I can to help prevent global warming in the future"); four items assess CFC Finance (e.g. "I try to save money so that I will be able to afford things when I am older"); and four items assess CFC School (e.g. "I try my best at school so that I will get a good job when I am older"). Both alpha (0.72 ≤ α ≤ 0.87) and omega (0.72 ≤ ω ≤ 0.87) estimates were in the acceptable range in the scale development study. Items are scored on a 5-point Likert scale with verbal and numerical anchors (1 = <emph>Totally Disagree</emph>, 5 = <emph>Totally Agree</emph>). Scores on the scale have been good structural validity and internal consistency in four independent samples (McKay et al., [<reflink idref="bib18" id="ref51">18</reflink>]).</p> <p>Information was also gathered on gender. Data were then matched with examination result data provided by Glasgow Local Authority. These included data on Scottish Index of Multiple Deprivation (hereafter deprivation score) and Tariff Score in the National Lower Examinations. The Tariff score is a composite attainment score calculated by adding together the weighted Tariff points which students accumulate from all the different course levels and awards they attain. Deprivation score is calculated by the Scottish Government (Scottish Government, [<reflink idref="bib31" id="ref52">31</reflink>]). Using a variety of indicators (e.g. level of crime, travel time to the nearest General practitioner, level of unemployment), Scotland is partitioned into 6,976 data zones which are clustered into deciles. A deprivation score of 10 indicates living in the least deprived areas, with a deprivation score of 1 indicative of living in the most deprived.</p> <hd id="AN0159023012-5">Results</hd> <p>At a macro level, results deprivation score was significantly related to academic attainment, and that this relationship was partially mediated by the combined effects of academic self-efficacy and CFC academic. Further, domain specificity was supported by the fact that scores on CFC health and well-being, CFC finance, and CFC global warming did not partially mediate the deprivation-attainment relationship. Results are specified more specifically below.</p> <p>Only 3.36% of data was missing, none of which came from deprivation or Tariff score. Missing data were excluded pairwise and all 451 participants were used in all analyses. There were no problematic outliers identified. The majority of the sample came from areas of high deprivation (cumulative percent: 1 = 39.7%, 2 = 61.0%, 3 = 73.2%). All variables demonstrated little deviation from normality (skewness < 2, kurtosis < 2). Internal consistency was acceptable for scores on all scales (ASE <emph>α</emph> =.87, <emph>ω</emph> =.88; CFC academic <emph>α</emph> =.89, <emph>ω</emph> =.89; CFC health <emph>α</emph> =.84, <emph>ω</emph> =.84; CFC global warming <emph>α</emph> =.75, <emph>ω</emph> =.76; CFC finance <emph>α</emph> =.77, <emph>ω</emph> =.78). Preliminary results a borderline significant gender difference on CFC-academic (<emph>M</emph><subs>Male</subs> = 4.12 [SD = 0.747], <emph>M</emph><subs>Female</subs> = 4.22 [SD = 0.668]; <emph>p</emph> = 0.045), however, the effect size (Cohen's <emph>d</emph> = 0.14) did not reach Ferguson's ([<reflink idref="bib9" id="ref53">9</reflink>]) practically significant threshold. There was no significant gender difference for academic self-efficacy (<emph>M</emph><subs>Male</subs> = 3.23 [SD = 0.744], <emph>M</emph><subs>Female</subs> = 3.20 [SD = 0.774]; <emph>p</emph> = 0.045).</p> <hd id="AN0159023012-6">Research Question 1: Is academic attainment significantly associated by deprivation?</hd> <p>All path analyses were conducted in Mplus 7 (Muthén & Muthén, [<reflink idref="bib25" id="ref54">25</reflink>]-[<reflink idref="bib25" id="ref55">25</reflink>]) with the maximum likelihood estimator and 5,000 bootstrapped samples to generate 95% confidence intervals. The first model examined whether deprivation was significantly related to attainment (i.e. Tariff score). The single path in this model was statistically significant (see Figure 1, B = 11.83, <emph>p</emph> <.001, 95% CI = 4.42, 18.88, <emph>β</emph> =.21).</p> <p>Graph: Figure 1. Path model from SIMD to grade with standardised estimates. SIMD = Scottish Index of Multiple Deprivation. ***p <.001.</p> <hd id="AN0159023012-7">Research Question 2: Is the deprivation-attainment relationship mediated by academic self-eff...</hd> <p>Based on a previous study (Perry, Dempster, & McKay, [<reflink idref="bib28" id="ref56">28</reflink>]), it was expected that academic self-efficacy would partially and positively mediate the relationship between deprivation and attainment. However, although time perspective scores have been found to relate to academic indicators, we were unsure, based on recent research suggesting the relative independence of temporal constructs (McKay et al., [<reflink idref="bib19" id="ref57">19</reflink>]), whether that would also be true of consideration of future academic consequences.</p> <p>We first examined a combined effects model, whereby a direct path from deprivation to attainment is estimated as in Figure 1, but with academic self-efficacy and CFC academic as mediating variables (Figure 2). Although the direct path from deprivation to attainment remained statistically significant (B = 6.74, <emph>p</emph> =.005, 95% CI = 0.37, 12.94, <emph>β</emph> = 0.13), it was attenuated by 38.09% from the first model. Moreover, all indirect paths involving academic self-efficacy and consideration of future academic consequences were statistically significant and greater in magnitude, providing evidence of partial mediation. To determine the extent to which domain specificity matters, we then included scores on the three other domain-specific variables. None of these additional constructs contributed meaningfully to the model, which remained identical to the previous model (Figure 3).</p> <p>Graph: Figure 2. Combined effects path model with standardised estimates. SIMD = Scottish Index of Multiple Deprivation; ASE = Academic Self-Efficacy; CFC = Consideration of Future Consequences. **p <.01; ***p <.001.</p> <p>Graph: Figure 3. Combined effects path model with all Domain Specific-CFC with standardised estimates. SIMD = Scottish Index of Multiple Deprivation; CFC = Consideration of Future Consequences. **p <.01; ***p <.001.</p> <hd id="AN0159023012-8">Discussion</hd> <p>The results of the present study advance a rapidly growing consideration of future consequences literature and support the idea that consideration of future outcomes is domain specific. In other words, consideration of future outcomes or consequences is not applied equally across all life domains but, for example, an individual may be highly considerate of the need to invest time in school work in order to maximise the chances of attaining better grades, but may give little or no consideration to the environmental effects of not recycling waste. Further, that this domain specificity is observed in a performance (examination) setting suggests that intervening with adolescents to impact on future-related outcomes positively would be best served by focussing on the domain in question. In other words, it appears not to be sufficient to focus on the <emph>future</emph> in general, but to purposively apply that focus in a specific domain. The present study also provides further evidence (Perry, Dempster, & McKay, [<reflink idref="bib28" id="ref58">28</reflink>]) of the positive impact that enhanced academic self-efficacy can have on academic outcomes, particularly in overcoming the poverty-low academic attainment relationship (Scottish Government, [<reflink idref="bib32" id="ref59">32</reflink>]).</p> <p>Domain specificity of consideration of future consequences presents a challenge to parents, public health, Local and National Governments, to name but a few groups. Ideally, it would be possible to target individuals and/or groups to encourage them to be more generally "future orientated". Such universal targeting would have obvious benefits across domains including those assessed herein. However, domain specificity suggests that health messages, environmental messages, messages about academic and financial investment, all need to be argued and presented individually. A further obvious challenge remains concerning the targeting of those who are inconsiderate of the future at all. These are all fruitful areas for future research. For example, the present study used objective (not self-reported) attainment data. Further studies could examine consideration of future consequences domains against other objective benchmarks, for example Body Mass Index, savings, weekly exercise plan, eating behaviours, actual recycling behaviours, and environmentally friendly behaviour (electric cars, energy-saving lightbulbs, and so on).</p> <p>A further issue that remains unresolved is the degree to which National, local, or indeed inter-personal, issues might affect consideration of future consequences. For example Britain recently experienced a prolonged period of focus on leaving the European Union in the National news, and further, the lobbying of World Governments by Greta Thunberg may all contribute to heightening domain-specific (finance and global warming in the case of those examples) consideration of the future. For example, Greitemeyer ([<reflink idref="bib11" id="ref60">11</reflink>]) examined the extent to which climate change affirming or sceptic films affected environmental concern. One of the secondary outcomes reported was that fact that watching a climate change sceptic film decreased participants' consideration of future consequences which in turn decreased their environmental concern. Priming is therefore an important next step for investigating future thinking in adolescents.</p> <p>Of course, the study is exploratory and must be interpreted in light of a number of limitations. Firstly, the data were all cross-sectional and (with the exception of SIMD [deprivation] and Tariff Score [academic achievement]) self-reported. Secondly, the sample was relatively small, with an over-representation of participants form the most deprived areas of Glasgow. Notwithstanding those limitations, the results clearly suggest that consideration of future consequences is best understood as a domain-specific construct, and further point to the feasibility of using both enhanced academic self-efficacy, and CFC academic as viable means to close the poverty-related attainment gap (Scottish Government, [<reflink idref="bib32" id="ref61">32</reflink>]). The present results, as well as those suggested elsewhere (e.g. Dassen et al., [<reflink idref="bib5" id="ref62">5</reflink>]; McKay et al., [<reflink idref="bib19" id="ref63">19</reflink>]; Murphy & Murphy, [<reflink idref="bib24" id="ref64">24</reflink>]) provide a sound basis upon which other researchers could continue the investigation of CFC domain-specificity. These investigations are important, not least for the way in which the consideration of future consequences construct might be applied in advertising campaigns and/or bespoke interventions.</p> <hd id="AN0159023012-9">Acknowledgement</hd> <p>The authors would like to thank Maura Kearney and Michele McClung for their assistance with this study.</p> <hd id="AN0159023012-10">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0159023012-11"> <title> References </title> <blist> <bibl id="bib1" idref="ref7" type="bt">1</bibl> <bibtext> Adams, J., & Nettle, D. (2009). Time perspective, personality and smoking, body mass and physical activity: An empirical study. British Journal of Health Psychology, 14, 83 – 105. doi: 10.1348/135910708X299664</bibtext> </blist> <blist> <bibl id="bib2" idref="ref34" type="bt">2</bibl> <bibtext> Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ : Prentice-Hall.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref38" type="bt">3</bibl> <bibtext> Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY : W. H. Freeman.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref8" type="bt">4</bibl> <bibtext> Cole, J. C., Andretta, J. R., & McKay, M. T. (2016). The relationship between temporal profiles and alcohol-related problems in University Undergraduates: Results from the United Kingdom. Addictive Behaviors, 55, 15 – 18. doi: 10.1016/j.addbeh.2015.12.001</bibtext> </blist> <blist> <bibl id="bib5" idref="ref22" type="bt">5</bibl> <bibtext> Dassen, F. C. M., Houben, K., & Jansen, A. (2015). Time orientation and eating behavior: Unhealthy eaters consider immediate consequences, while healthy eaters focus on future health. Appetite, 91, 13 – 19. doi: 10.1016/j.appet.2015.03.020</bibtext> </blist> <blist> <bibl id="bib6" idref="ref1" type="bt">6</bibl> <bibtext> Daugherty, J. R., & Brase, G. L. (2010). Taking time to be healthy: Predicting health behaviors with delay discounting and time perspective. Personality and Individual Differences, 48, 202 – 207. doi: 10.1016/j.paid.2009.10.007</bibtext> </blist> <blist> <bibl id="bib7" idref="ref10" type="bt">7</bibl> <bibtext> De Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332 – 344. doi: 10.1016/j.learninstruc.2010.03.002</bibtext> </blist> <blist> <bibl id="bib8" idref="ref16" type="bt">8</bibl> <bibtext> Dorr, N., Krueckeberg, S., Strathman, A., & Wood, M. D. (1999). Psychosocial correlates of voluntary HIV antibody testing in college students. AIDS Education and Prevention, 11, 14 – 27.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref53" type="bt">9</bibl> <bibtext> Ferguson, C. (2009). An effect size primer: A guide for clinicians and researchers. Professional Psychology – Research and Practice, 40, 532 – 538. doi: 10.1037/a0015808</bibtext> </blist> <blist> <bibtext> Grau, R., Salanova, M., & Peiro, J. M. (2001). Moderator effects of self-efficacy on occupational stress. Psychology in Spain, 5, 63 – 74.</bibtext> </blist> <blist> <bibtext> Greitemeyer, T. (2013). Beware of climate change skeptic films. Journal of Environmental Psychology, 35, 105 – 109. doi: 10.1016/j.jenvp.2013.06.002</bibtext> </blist> <blist> <bibtext> Habel, C. (2009). Academic self-efficacy in ALL: Capacity-building through self-belief. Journal of Academic Language and Learning, 3, A94 – A104.</bibtext> </blist> <blist> <bibtext> Joireman, J., & King, S. (2016). Individual differences in the consideration of future and (more) immediate consequences: A review and directions for future research. Social and Personality Psychology Compass, 10, 313 – 326. doi: 10.1111/spc3.12252</bibtext> </blist> <blist> <bibtext> Lennings, C. J., Burns, A. M., & Cooney, G. (1998). Profiles of time perspective and personality: Developmental considerations. The Journal of Psychology, 132, 629 – 641. doi: 10.1080/00223989809599294</bibtext> </blist> <blist> <bibtext> Ma, B., Li, X., Jiang, Z., & Jiang, J. (2019). Recycle more, waste more? When recycling efforts increase resource consumption. Journal of Cleaner Production, 206, 870 – 877. doi: 10.1016/j.jclepro.2018.09.063</bibtext> </blist> <blist> <bibtext> McKay, M. T., Morgan, G. B., Wells, K. E., Worrell, F. C., Cole, J. C., & Andretta, J. R. (2019). The influence of time attitudes on adolescent alcohol use behaviours: A 33-month prospective study in the United Kingdom. Addiction Research and Theory, 27, 189 – 197. doi: 10.1080/16066359.2018.1478414</bibtext> </blist> <blist> <bibtext> McKay, M. T., Perry, J. L., & Cole, J. C. (2018). Further evidence for the domain specificity of consideration of future consequences in adolescents and university students. Personality and Individual Differences, 128, 127 – 132. doi: 10.1016/j.paid.2018.02.032</bibtext> </blist> <blist> <bibtext> McKay, M. T., Perry, J. L., Cole, J. C., & Magee, J. (2017). Adolescents consider the future differently depending on the domain in question: Results of an exploratory study in the United Kingdom. Personality and Individual Differences, 104, 448 – 452. doi: 10.1016/j.paid.2016.09.002</bibtext> </blist> <blist> <bibtext> McKay, M.T., Perry, J. L., Cole, J. C., & Worrell, F. C. (2018). What time is it? Temporal psychology measures relate differently to alcohol-related health outcomes. Addiction Research and Theory, 26, 20 – 27. doi: 10.1080/16066359.2017.1309032</bibtext> </blist> <blist> <bibtext> Mello, Z. R., & Worrell, F. C. (2006). The relationship of time perspective to age, gender, and academic achievement among academically talented adolescents. Journal for the Education of the Gifted, 29, 271 – 289. doi: 10.1177/016235320602900302</bibtext> </blist> <blist> <bibtext> Milfont, T. L., Wilson, J., & Diniz, P. K. C. (2012). Time perspective and environmental engagement: A meta-analysis. International Journal of Psychology, 47, 325 – 334. doi: 10.1080/00207594.2011.647029</bibtext> </blist> <blist> <bibtext> Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23, 145 – 149. doi: 10.1023/A:1010961119608</bibtext> </blist> <blist> <bibtext> Murphy, L., & Dockray, S. (2018). The consideration of future consequences and health behavior: A meta-analysis. Health Psychology Review, 12, 357 – 381. doi: 10.1080/17437199.2018.1489298</bibtext> </blist> <blist> <bibtext> Murphy, L., & Murphy, G. (2018). Time to drive: Present vs. Future orientation and self-reported driving behaviour. Transportation Research Part F: Traffic Psychology & Behaviour, 56, 1 – 13. doi: 10.1016/j.trf.2018.03.026</bibtext> </blist> <blist> <bibtext> Muthén, B. O., & Muthén, L. K. (1998–2012). Mplus user's guide (7th ed.). Los Angeles, CA : Muthén & Muthén.</bibtext> </blist> <blist> <bibtext> OECD. (2017). Educational opportunity for all: Overcoming inequality throughout the life course. Paris, France : Educational Research and Innovation, OECD Publishing. doi: 10.1787/9789264287457-en.</bibtext> </blist> <blist> <bibtext> Orbell, S., Perugini, M., & Rakow, T. (2004). Individual differences in sensitivity to health communications: Consideration of future consequences. Health Psychology, 23, 388 – 396. doi: 10.1037/0278-6133.23.4.388</bibtext> </blist> <blist> <bibtext> Perry, J. L., Dempster, M., & McKay, M. T. (2017). Academic self-efficacy partially mediates the relationship between Scottish index of multiple deprivation and composite attainment score. Frontiers in Psychology, 8, 1899. doi: 10.3389/fpsyg.2017.01899</bibtext> </blist> <blist> <bibtext> Scottish Government. (2013). Scottish Survey of Literacy and Numeracy 2012. <ulink href="http://www.scotland.gov.uk/Publications/2013/04/8843/0">www.scotland.gov.uk/Publications/2013/04/8843/0</ulink></bibtext> </blist> <blist> <bibtext> Scottish Government. (2015). The Scottish attainment challenge. Edinburgh : Author.</bibtext> </blist> <blist> <bibtext> Scottish Government. (2016a). Introducing the Scottish Index of multiple deprivation 2016. Edinburgh, UK : Author.</bibtext> </blist> <blist> <bibtext> Scottish Government. (2016b). 2017 national improvement framework and implementation plan for Scottish education: Achieving excellence and equality. Edinburgh : Author.</bibtext> </blist> <blist> <bibtext> Scottish Government. (2016c). Scottish index of multiple deprivation. Edinburgh : Author. https://data.gov.uk/dataset/a448dd2a-9197-4ea0-8357-c2c9b3c29591/scottish-index-of-multiple-deprivation-simd-2016</bibtext> </blist> <blist> <bibtext> Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective in achievement and studying. Contemporary Educational Psychology, 26, 481 – 506. doi: 10.1006/ceps.2000.1073</bibtext> </blist> <blist> <bibtext> Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review, 16, 121 – 139. doi: 10.1023/B:EDPR.0000026609.94841.2f</bibtext> </blist> <blist> <bibtext> Sosu, E., & Ellis, S. (2014). Closing the attainment gap in Scottish education. London, UK : Joseph Rowntree Foundation.</bibtext> </blist> <blist> <bibtext> Strathman, A., Gleicher, F., Boninger, D. S., & Edwards, S. (1994). The consideration of future consequences: Weighing immediate and distant outcomes of behavior. Journal of Personality and Social Psychology, 66, 742 – 752. doi: 10.1037/0022-3514.66.4.742</bibtext> </blist> <blist> <bibtext> Sumnall, H., Agus, A., Cole, J., Doherty, P., Foxcroft, D., Harvey, S., ... Percy, A. (2017). Steps towards alcohol misuse prevention programme (STAMPP): A school- and community-based cluster randomised controlled trial. Public Health Research, 5, 02. doi: 10.3310/phr05020</bibtext> </blist> <blist> <bibtext> Worrell, F. C., McKay, M. T., & Andretta, J. R. (2018). Psychometric properties of Adolescent Time Inventory Time Attitude (ATI-TA) scores in three waves of longitudinal data. Psychological Assessment, 30, 106 – 115. doi: 10.1037/pas0000457</bibtext> </blist> <blist> <bibtext> Worrell, F. C., Mello, Z. R., & Buhl, M. (2013). Introducing English and German versions of the adolescent time attitude scale (ATAS). Assessment, 20, 496 – 510. doi: 10.1177/1073191110396202</bibtext> </blist> <blist> <bibtext> Zimbardo, P. G., & Boyd, J. N. (1999). Time perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77, 1271 – 1288. doi: 10.1037/0022-3514.77.6.1271</bibtext> </blist> </ref> <aug> <p>By Michael T. McKay; John L. Perry; Frank C. Worrell and Jon C. Cole</p> <p>Reported by Author; Author; Author; Author</p> <p></p> <p>Michael T. McKay is a post-Doctoral Researcher at the Royal College of Surgeons in Ireland. Michael has previously managed a Randomised Controlled Trial, which examined the efficacy of a combined classroom- and community-based alcohol intervention. Michael has also managed to completion, a number of other longitudinal studies, mainly focussed on adolescent development and/or addictive behaviours.</p> <p>John L. Perry is current Acting Dean of Arts at Mary Immaculate College, Limerick, where until recently, he was Head of the Department of Psychology. John's research interests include personality, psychometrics, stress, mental toughness, sport psychology, and temporal psychology.</p> <p>Frank C. Worrell is a Professor at the University of California, Berkeley. His areas of research interest include at-risk youth, cultural identities, scale development and validation, talent development, and time perspective. Dr. Worrell is a Fellow of the Association for Psychological Science, the American Educational Recolesearch Association, and the American Psychological Association, and a member of the National Academy of Education.</p> <p>Professor Jon Cole is the group lead for the Tactical Decision Making Research Group at the University of Liverpool. His main areas of interests are conflict psychology, temporal psychology, decision making, and prevention science. Jon did his PhD on the psychopharmacology of animal defensive behaviour as a model of human anxiety.</p> </aug> <nolink nlid="nl1" bibid="bib16" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib39" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib13" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib23" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib15" firstref="ref9"></nolink> <nolink nlid="nl7" bibid="bib41" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib40" firstref="ref12"></nolink> <nolink nlid="nl9" bibid="bib37" firstref="ref13"></nolink> <nolink nlid="nl10" bibid="bib19" firstref="ref14"></nolink> <nolink nlid="nl11" bibid="bib27" firstref="ref17"></nolink> <nolink nlid="nl12" bibid="bib18" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib17" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib24" firstref="ref25"></nolink> <nolink nlid="nl15" bibid="bib35" firstref="ref30"></nolink> <nolink nlid="nl16" bibid="bib14" firstref="ref31"></nolink> <nolink nlid="nl17" bibid="bib20" firstref="ref32"></nolink> <nolink nlid="nl18" bibid="bib34" firstref="ref33"></nolink> <nolink nlid="nl19" bibid="bib10" firstref="ref35"></nolink> <nolink nlid="nl20" bibid="bib12" firstref="ref36"></nolink> <nolink nlid="nl21" bibid="bib22" firstref="ref37"></nolink> <nolink nlid="nl22" bibid="bib30" firstref="ref40"></nolink> <nolink nlid="nl23" bibid="bib33" firstref="ref41"></nolink> <nolink nlid="nl24" bibid="bib26" firstref="ref43"></nolink> <nolink nlid="nl25" bibid="bib36" firstref="ref44"></nolink> <nolink nlid="nl26" bibid="bib29" firstref="ref45"></nolink> <nolink nlid="nl27" bibid="bib28" firstref="ref46"></nolink> <nolink nlid="nl28" bibid="bib38" firstref="ref47"></nolink> <nolink nlid="nl29" bibid="bib31" firstref="ref52"></nolink> <nolink nlid="nl30" bibid="bib25" firstref="ref54"></nolink> <nolink nlid="nl31" bibid="bib32" firstref="ref59"></nolink> <nolink nlid="nl32" bibid="bib11" firstref="ref60"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1360742
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Domain-Specific Consideration of Future Consequences: Further Evidence Using Academic Attainment Data
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McKay%2C+Michael+T%2E%22">McKay, Michael T.</searchLink><br /><searchLink fieldCode="AR" term="%22Perry%2C+John+L%2E%22">Perry, John L.</searchLink><br /><searchLink fieldCode="AR" term="%22Worrell%2C+Frank+C%2E%22">Worrell, Frank C.</searchLink><br /><searchLink fieldCode="AR" term="%22Cole%2C+Jon+C%2E%22">Cole, Jon C.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Child+Care+in+Practice%22"><i>Child Care in Practice</i></searchLink>. 2022 28(4):550-560.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescent+Attitudes%22">Adolescent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Health%22">Health</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22Climate%22">Climate</searchLink><br /><searchLink fieldCode="DE" term="%22Money+Management%22">Money Management</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept+Measures%22">Self Concept Measures</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Scotland%29%22">United Kingdom (Scotland)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/13575279.2020.1765148
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1357-5279<br />1476-489X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A number of recent studies have demonstrated that adolescents consider the future consequences (CFC) of behaviours domain-specifically. In other words, rather than being a "future orientated person," it appears that the orientation varies within individuals, depending on the domain in question. The present study matched data gathered in Scottish school children (N = 451) on consideration of four future domains (Health and Well-being, Finances, Academics, and Global Warming) with sociodemographic and academic attainment data provided by Local Government. Results showed that deprivation was significantly related to academic attainment, and that this relationship was partially mediated by the combined effects of academic self-efficacy and on consideration of future consequences--academic. Further, domain specificity was supported by the fact that scores for consideration of future consequences--health and well-being,--finance, and--global warming did not partially mediate the deprivation-attainment relationship. The study identifies two variables which may contribute to closing the poverty-related attainment gap.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1360742
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1360742
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/13575279.2020.1765148
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 550
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Adolescent Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Health
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Climate
        Type: general
      – SubjectFull: Money Management
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: Self Concept Measures
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: United Kingdom (Scotland)
        Type: general
    Titles:
      – TitleFull: Domain-Specific Consideration of Future Consequences: Further Evidence Using Academic Attainment Data
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McKay, Michael T.
      – PersonEntity:
          Name:
            NameFull: Perry, John L.
      – PersonEntity:
          Name:
            NameFull: Worrell, Frank C.
      – PersonEntity:
          Name:
            NameFull: Cole, Jon C.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 1357-5279
            – Type: issn-electronic
              Value: 1476-489X
          Numbering:
            – Type: volume
              Value: 28
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Child Care in Practice
              Type: main
ResultId 1