Abstract
View of future time orientation is a cognitive construct about future time. This view has its unique work of motivation and effect on academic performance. Previous studies have only explored the influence that future time orientation brings to the learning process at a single time, and most of them focus on cross-sectional studies. To further explore the cross-lagged relationship for freshmen between future time orientation and learning engagement during different periods, AMOS 23.0 was performed for cross-lagged analysis in this study to explore the influence and effect among variables of different periods. This research was based on the theory of self-determination to discover the relationship between future time and learning involvement for freshmen in enrollment and the first summer vacation. In this research, there were 1,000 valid samples in the first stage and 840 valid samples in the second stage for the conduction of descriptive statistics, pair t-test, and cross-lagged analysis. The results show that: (1) for learning engagement, freshmen at the end of the first year have a higher average score than at the beginning of the first year. (2) View of students of future time orientation can affect their learning engagement of the future through self-determination of students. At last, we provide some suggestions as references for institutional research and future research.
Highlights
In the United States, if freshmen can adapt well to the study or campus life in the first year of college, most of them can successfully complete the 4-year study, but if they fail to adapt to college life, most of them will leave campus in the first year (DeBerard et al, 2004)
To understand learning evaluation for freshmen, this study aims to adopt the database of student learning process established by the university for Secondary Data Analysis and explores the cross-lagged effect among the future time orientation, self-determination, and learning engagement of freshmen
Self-determination is a process behavior that occurs when students achieve educational or specific goals during learning (Chemolli and Gagné, 2014; Guay and Bureau, 2018), which plays a vital role in future time orientation and learning engagement (Ng et al, 2012; Gagné et al, 2015)
Summary
In the United States, if freshmen can adapt well to the study or campus life in the first year of college, most of them can successfully complete the 4-year study, but if they fail to adapt to college life, most of them will leave campus in the first year (DeBerard et al, 2004). Since there are differences between Eastern and Western cultures, students in Asia will face the life lessons and challenges of individual separation and individualization when they are in college (Zhang et al, 2015; Wong et al, 2019). Due to the changes in the Future Time Orientation and Learning Engagement college life environment, supervision of study and life from parents and other family members is becoming less, while more freedom, independence, and autonomous space are available for them. Since there are cultural differences, the theoretical verification results obtained from the self-determination theory in western society may not be the same in eastern society (Zhang et al, 2015; LindstromJohnson et al, 2016). Thereby, this study is aimed to explore the future time orientation from freshmen in Asia from the perspective of self-determination
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