The Impact of the Future Time Perspective on Student Learning Motivation and Autonomous Learning Behaviours in the Context of a Work-Based Program
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| Title: | The Impact of the Future Time Perspective on Student Learning Motivation and Autonomous Learning Behaviours in the Context of a Work-Based Program |
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| Language: | English |
| Authors: | Wang, Qian (ORCID |
| Source: | Asia Pacific Journal of Education. 2023 43(3):790-804. |
| 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: | 15 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Motivation, Personal Autonomy, Work Experience Programs, Undergraduate Students, Time Perspective, Futures (of Society) |
| DOI: | 10.1080/02188791.2023.2231649 |
| ISSN: | 0218-8791 1742-6855 |
| Abstract: | This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students' learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1398048 |
| Database: | ERIC |
| Abstract: | This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students' learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education. |
|---|---|
| ISSN: | 0218-8791 1742-6855 |
| DOI: | 10.1080/02188791.2023.2231649 |
