青少年未来时间洞察力与学业成绩的关系:坚韧性的中介作用

doi:10.16187/j.cnki.issn1001-4918.2017.03.09

摘要/Abstract

摘要： 对756名青少年进行问卷调查，考察未来时间洞察力、坚韧性与学业成绩之间的关系。结果发现：（1）未来消极、未来迷茫显著负向预测学业成绩，未来坚持和未来计划能显著正向预测学业成绩；（2）坚韧性在未来时间洞察力的六个维度与学业成绩之间的关系各不相同。具体而言，坚韧性在未来积极和未来清晰与学业成绩之间无中介效应，坚韧性在未来消极与学业成绩之间起部分中介作用，坚韧性在未来迷茫、未来坚持、未来计划与学业成绩之间起完全中介作用。

关键词: 青少年, 未来时间洞察力, 坚韧性, 学业成绩

Abstract: Future time perspective refers to a relatively stable trait which reflects individuals' perception, emotional experience and action tendency toward future. It's used to describe the individual differences on the time dimension. Grit is the quality that enables individuals to work hard and stick to their long-term passions and goals. Prior studies found that future time perspective was positively correlated with academic achievement. Meanwhile, existing research showed that grit was a strong predictor to academic achievement beyond of talent. Although these studies showed future time perspective affect academic performance vigorously, the interaction of future time perspective and other predictors of academic achievement has not been fully investigated. Thus, the purpose of this study was to explore the relationship between future time perspective and academic achievement in adolescent, as well as the mediating effects of grit between future time perspective and academic achievement.A total of 756 adolescents from Henan province and Hunan province were recruited in this study. The sample was made up of six classes from senior high school (male is 43.8% and mean age is 15.70±0.78 years) and eight classes from junior high school (male is 52.8% and mean age is 12.35±0.67 years). Future time perspective was assessed by Adolescents' Future Time Perspective Scale, which has acceptable reliability in our study (Cronbach's alpha=.858). It consist of 28 items, each item is administered with 1 to 5 point ranging from "strongly disagree" to "strongly agree". The scale includes six factors. namely, future positive, future negative, future confusion, future-perseverant, future-perspicuity and future planning. Grit was examined by Duckworth's Grit-S which comprises 8 items. The items in the questionnaire were rated on 5-point Liket-type scales ranging from 1 (absolutely not like me) to 5(extremely like me). The internal consistency of grit is 0.73 in this study. The Grit-S scale include two factors, there are perseverance and passion for long-term goals. Academic achievement was measured by the standardized scores of mean of mid-term scores in Chinese, Math and English. Mplus's Bootstrap program was employed to test the mediation effect of grit.The results indicated that:(1) future-negative and future-confusion was significantly negatively relation with grit and academic achievement, meanwhile, future-negative was a negatively factor to academic achievement; there was a significantly positive relationship between future-positive and grit, academic achievement; The results of future-perseverant, future-perspicuity, and future-planning are the same with future-positive; (2) future-negative had a significant direct and indirect effect on academic achievement, future-confusion, future-perseverant and future-planning had a significant indirect effect on academic achievement through grit; These results indicated that grit disposition served as a mediator between FTP and academic achievement. Implications for theory and practice are highlighted.

Key words: adolescent, future time perspective, grit, academic achievement

中图分类号:

G442

蒋虹, 吕厚超. 青少年未来时间洞察力与学业成绩的关系:坚韧性的中介作用[J]. 心理发展与教育, 2017, 33(3): 321-327.

JIANG Hong, LYU Houchao. Adolescent's Future Time Perspective and Academic Achievement: The Mediating Role of Grit[J]. Psychological Development and Education, 2017, 33(3): 321-327.

参考文献

Adelabu, D. H. (2008). Future time perspective, hope, and ethnic identity among African American adolescents. Urban Education,43(43), 347-360.

Barber, L. K., Munz, D. C., Bagsby, P. G., & Grawitch, M. J. (2009). When does time perspective matter? Self-control as a moderator between time perspective and academic achievement. Personality and Individual Differences,46(2), 250-253.

Bilde, J. D., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning & Instruction,21(3), 332-344.

Carstensen, L. L. Age-related changes in social activity. In:L. L.Carstensen & B. A. Edelstein (Eds.). Handbook of clinical gerontology. Elmsford, NY:Pergamon Press, 1987. 222-237.

Carstensen, L. L., Isaacowitz, D. M., & Charles, S. T. (1999).Taking time seriously:A theory of socioemotional selectivity. American Psychologist,54(3), 166.

Duckworth, A. L., Kirby, T. A., Tsukayama, E., Berstein, H., & Ericsson, K. A. (2011). Deliberate Practice Spells Success:Why Grittier Competitors Triumph at the National Spelling Bee. Social Psychological and Personality Science,2(2), 174-181.

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit:perseverance and passion for long-term goals. Journal of Personality & Social Psychology,92(6), 1087-1101.

Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (grit-s). Journal of Personality Assessment,91(2), 166-174.

Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology,4(6), 540-547.

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology,53(1), 109-132.

Elizabeth A. L., & Paul R. P. (2002). Achievement goal theory and affect:An Asymmetrical Bidirectional Model. Educational Psychologist,37(2), 69-78.

El-Anzi, F. O. (2004). Academic achievement and its relationship with anxiety, self-esteem, optimism, and pessimism in Kuwaiti students. Social Behavior & Personality An International Journal,33(1), 95-104.

Harpaz-Itay, Y., & Kaniel, S. (2012). Optimism versus pessimism and academic achievement evaluation. Gifted Education International,28(28), 267-280.

Hejazi, E., Moghadam, A., Naghsh, Z., & Tarkhan, R. A. (2011). The future orientation of iranian adolescents girl students and their academic achievement. Procedia-Social and Behavioral Sciences,15(1), 2441-2444.

Howe, M. J. A. (1999). Genius explained. Medical History, 45(4), 559-560.

Jackson, T., Fritch, A., Nagasaka, T., & Pope, L. (2003). Procrastination and perceptions of past, present, and future. Individual Differences Research,1(1),17-18.

Laghi, F., Baiocco, R., Liga, F., Guarino, A., & Baumgartner, E. (2013). Identity status differences among italian adolescents:associations with time perspective. Children & Youth Services Review,35(3), 482-487.

Locke, E. A. (1968). Toward a theory of task motivation and incentives. Organizational Behavior & Human Performance,3(2), 157-189.

Lyu, H., & Huang, X. (2016). Development and validation of future time perspective scale for adolescents and young adults. Time & Society,25(3). 1-19.

Mello, Z. R., & Worrell, F. C. (2006). The Relationship of Time Perspective to Age Gender and Academic Achievement Among Academically Tallented Adolescents. Journal for the Education of the Gifted,29(3), 271-289.

Miller, R. B., & Brickman, S. J. (2004). A Model of Future-Oriented Motivation and self-regulation. Educational Psychology Review,16(1), 9-33.

Nuttin, J. R., & Lens, W. (1985). Future time perspective and motivation:theory and research method. Leuven and Hillsdale, New Jersey:Leuven University Press & Lawrence Erlbaum Associates.

Phan, H. P. (2009). Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies:Empirical evidence established. British Journal of Educational Psychology, 79(1), 155-173.

Podsakoff, P. M., Mackenzie, S. B., Jeong-Yeon, L., & Podsakoff, N. P. (2003). Common method biases in behavioral research:a critical review of the literature and recommended remedies. Journal of Applied Psychology,88(5), 879-903.

Rand, K. L. (2008). Hope and optimism:latent structures and influences on grade expectancy and academic performance. Journal of Personality,77(1), 235-260.

Rand, K. L., Martin, A. D., & Shea, A. M. (2011). Hope, but not optimism, predicts academic performance of law students beyond previous academic achievement. Journal of Research in Personality,45(6), 683-686.

Rojas, J. P., & Reser, J. A. (2012). Psychometric properties of the academic grit scale. University of Kentucky College of Education,5(1),20-20.

Sara, S., Ann-Margret, R., & Fan, Y. W. (2013). ADHD symptoms, academic achievement, self-perception of academic competence and future orientation:a longitudinal study. Scandinavian Journal of Psychology,54(3), 205-212.

Siddique, H. I., Lasalle-Ricci, V. H., Glass, C. R., Arnkoff, D. B., & Díaz, R. J. (2006). Worry, optimism, and expectations as predictors of anxiety and performance in the first year of law school. Cognitive Therapy & Research,30(30), 667-676.

Silvia, P. J., Eddington, K. M., Beaty, R. E., Nusbaum, E. C., & Kwapil, T. R. (2013). Gritty people try harder:grit and effort-related cardiac autonomic activity during an active coping challenge. International Journal of Psychophysiology,88(2), 200-205.

Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review,16(2), 121-139.

Stanescu D. F., & Madalina I. A. (2015). An exploratory study regarding the relations between time perspective, achievement motivation and self-regulation. Management Dynamics in the Knowledge Economy Journal,3(1), 7-24.

Strayhorn, T. L. (2013). What Role Does Grit Play in the Academic Success of Black Male Collegians at Predominantly White Institutions? Journal of African American Studies,18(1), 1-10.

Teahan, J. E. (1958). Future time perspective, optimism, and academic achievement. Journal of Abnormal Psychology,57(3), 379-380.

Tonks, S. M., Usher. E.L., Butz, A. R., & Usui, H. (2013). PB-006 predicting adolescent reading achievement from self-efficacy, autonomy, and grit. Annual Convention of Jappanese Association of Educationl Psyohology. Tokyo, Japan.

Vela, J. C., Lu, M. T. P., Lenz, A. S., & Hinojosa, K. (2015). Positive psychology and familial factors as predictors of Latina/o students' psychological grit. Hispanic Journal of Behavioral Sciences,37(3), 287-303.

Zaleski, Z. (1987). Behavioural effects of self-set goals for different time ranges. International Journal of Psychology,22(1), 17-38.

Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective:A valid, reliable individual-difference metric. Journal of Personality and Social Psychology,77(6), 1271-1288.

陈永进, 黄希庭. (2005). 未来时间洞察力的目标作用. 心理科学,28(5), 1096-1099.

陈永进, 支愧云. (1998). 未来时间透视特点的初步研究. 心理科学,21(4), 373-374.

杜刚, 吕厚超. (2017). 青少年未来时间洞察力和学业成绩的关系:时间管理倾向的中介作用. 心理科学,40(1), 96-102.

黄希庭. (2004). 论时间洞察力. 心理科学,27(1), 5-7.

黄希庭, 郑涌. (2000). 时间透视的自我整合:心理结构方式的投射测验. 心理学报,32(1), 30-35.

吕厚超. (2014). 青少年时间洞察力研究. 北京:科学出版社, 143-155.

吕厚超, 黄希庭. (2004). 时间洞察力的心理结构、特征及研究焦点. 心理科学,27(5), 1037-1040.

温忠麟, 叶宝娟. (2014). 中介效应分析:方法和模型发展. 心理科学进展,22(5), 731-745.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed

[1]	王玉龙, 赵婧斐, 蔺秀云. 家庭风险因素对青少年自伤的累积效应及其性别差异[J]. 心理发展与教育, 2024, 40(2): 240-247.
[2]	王艳辉, 沈梓锋, 赖雪芬. 父母心理控制与青少年外化问题行为的关系：意志控制和越轨同伴交往的链式中介作用[J]. 心理发展与教育, 2024, 40(2): 248-256.
[3]	肖嘉林, 梁凯欣, 黄柳玥, 王恩娜, 黄巧敏, 何韵涵, 卢宝琳, 迟新丽. 积极发展资源在减少青少年抑郁水平中的累积效应、关系模式及特定资源的作用[J]. 心理发展与教育, 2024, 40(2): 257-269.
[4]	魏华, 丁慧敏, 陈武, 郝兴风, 熊婕. 父母低头行为与青少年网络欺负的关系：压力的中介作用与年龄的调节作用[J]. 心理发展与教育, 2024, 40(1): 114-121.
[5]	邹盛奇, 伍新春. 父母冲突与青少年同伴依恋的关系:亲子依恋的中介作用及性别差异[J]. 心理发展与教育, 2023, 39(6): 798-807.
[6]	彭海云, 盛靓, 邱凡硕, 周姿言, 辛素飞. 青少年心理减负从“无聊”开始——无聊倾向对青少年主观幸福感的影响机制[J]. 心理发展与教育, 2023, 39(6): 895-902.
[7]	刘庆, 冯兰. 父母婚姻质量和青少年同胞关系:教养方式的中介作用及其性别差异[J]. 心理发展与教育, 2023, 39(5): 654-662.
[8]	刘思含, 伍新春, 王歆逸. 父母教养方式的潜在类别及其与青少年学习投入和焦虑症状的关系[J]. 心理发展与教育, 2023, 39(5): 673-682.
[9]	沙晶莹, 张向葵, 刘千冬. 人以群分？学业动机比较对青少年同伴选择的影响[J]. 心理发展与教育, 2023, 39(5): 683-690.
[10]	张雯, 王振宏. 负性生活事件与青少年内化问题的关系:社会支持的中介作用和亲子亲和的调节作用[J]. 心理发展与教育, 2023, 39(5): 718-725.
[11]	洪新伟, 苗灵童, 范航, 宋明华, 朱婷婷, 刘燊, 张林. 父母婚姻冲突与青少年攻击行为的关系:情绪安全感和学校联结的作用[J]. 心理发展与教育, 2023, 39(5): 726-734.
[12]	王玉龙, 苏慧娟, 蔺秀云. 青少年自伤的分类:基于潜在剖面分析[J]. 心理发展与教育, 2023, 39(5): 735-742.
[13]	胡义豪, 徐璐妍, 卞小华, 周颖, 刘俊升. 同伴侵害与青少年抑郁的关系:班级攻击规范凸显性的调节作用[J]. 心理发展与教育, 2023, 39(4): 542-549.
[14]	李腾飞, 马玉鑫, 宋瑞君, 陈亮. 青少年早期身体侵害、关系侵害与学业成绩的关系:交叉滞后研究[J]. 心理发展与教育, 2023, 39(4): 559-567.
[15]	辛国刚, 张李斌, 常睿生, 张云运. 青少年早期受欺凌发展轨迹:抑郁、自尊和学业成就的预测作用[J]. 心理发展与教育, 2023, 39(4): 568-579.