The impact of the future time perspective on student learning motivation and autonomous learning behaviours in the context of a work-based program

Abstract

ABSTRACT This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students’ learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education.