This study was aimed to investigate the relationship between Future Time Perspective (FTP) and learning engagements. Employing a methodological approach centered around volunteer sampling, the study enlisted the participation of seventeen teenagers enrolled in an international education context. These participants, navigating their educational journeys in the digital landscape, completed both the Future Time Perspective scale and the learning engagement questionnaire through an online platform. The discerned results unveiled a positive correlation between FTP and learning engagement, affirming the initially hypothesized relationship. The study identified that school could guide students to establish a clear view of future time to achieve future goals as a vision, prompting learners to adjust their learning, positively affecting their learning motivation, encouraging individuals to invest more efforts, and producing better learning performance.

Liu Quanling. The Association of Future Time Perspective with Learning Engagement. International Journal of Frontiers in Sociology (2024), Vol. 6, Issue 3: 72-75. https://doi.org/10.25236/IJFS.2024.060312.

[1] 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(3), 332-344.

[2] de Volder, M. L., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 42(3), 566-571. 

[3] Du, G. & Lv, H. (2017). The relationship between future time insight and academic achievement of adolescents: the mediating role of time management tendencies. Psychological Science, 40(1), 96-102.

[4] Husman, J., & Lens, W. (1999). The role of the future in student motivation. Educational Psychologist, 34, 113-125.  

[5] Kauffman, D. F., & Husman, J. (2004). Effects of time perspective on student motivation: Introduction to a special issue. Educational Psychology Review, 16, 1-7.

[6] Lee, M. & Lin, C. (2022). The Relationships among Future Time Perspective, Learning Engagement, and Acculturation of Taiwan New Immigrants’ Adolescent Children: The Moderating Effect of Social Support. Educational review, 11(4), 256-273.

[7] Lyu H. & Huang X. (2016). Development and validation of the future time perspective inventory for Adolescents and Young Adults. Time & Society, 25(3), 533-551.

[8] Miller, C. L., Miceli, P. J., Whitman, T. L., & Borkowski, J. G. (1996). Cognitive readiness to parent and intellectual-emotional development in children of adolescent mothers. Developmental Psychology, 32(3), 533.

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

[10] Song, Q. (2004). A theoretical and empirical study on future time insight of college students. Thesis.

[11] Tang T. & Tung C. (2010). The influence of self-concept and parenting style on deviant behavior of high school students in metropolitan area. Educational Science Research, 55(3), 203-233.

[12] Zimbardo, P. G., & Boyd, J. (1999). Putting Time in Perspective: A Valid, Reliable Individual-Differences Metric. Journal of Personality and Social Psychology, 77, 1271-1288.