Abstract
To examine the effect of future time perspective on middle school students' study engagement and explore the mediating role of motivation internalization and the moderating role of grit, we conducted a study in several middle schools. Six hundred sixty-four middle school students completed our measures. Results indicated that future time perspective positively predicted study engagement, and motivation internalization mediated the relationship between future time perspective and study engagement. It is also indicated that grit played a significant moderating role between motivation internalization and study engagement, with the effect of motivation internalization being stronger for low-grit students compared to high-grit students. These findings shed light on how to increase study engagement among middle school students.
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