Academic achievement and future time perspective as a cognitive-motivational concept.

Abstract

A new approach to future time perspective (FTP) was taken by integrating FTP into cognitive theories of motivation. Valence and instrumentality measurements of 23 general motivational goals were made in a group of 251 high-school boys. Goals were classified in three time zones: near future, distant future, and open present. Results showed that students with high grade point averages (GPA) and high study persistence attached significantly higher valence to goals in the distant future and perceived studying hard as more instrumental for reaching goals in the distant future and open present, than students with low GPA and low study persistence.

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