The Relationships among Imagination, Future Imagination Tendency, and Future Time Perspective of Junior High School Students

Min-Ying Tsai

doi:10.13189/ujer.2015.030309

Abstract

The main purpose of the study were to investigate the relationships among imagination, future imagination tendency, and future time perspective of junior high school students, then to explore the future time perspective which is predicted by background variables, imaginative qualities, and future imagination tendency. The subjects were 331 from the junior high school in Kaohsiung City. The main research tool is the Imagination Questionnaire, the Future imagination tendency Scale, and the Future Time Perspective Scale. The data collected was analyzed by SPSS 18.0 with descriptive statistical analysis, Pearson product-moment correlation coefficient, and multiple stepwise regression procedure. The findings of the study were follows: 1. It showed a high positive correlation between imagination and future imagination tendency. 2. It showed a middle positive correlation between imagination and future time perspective. 3. It showed a middle positive correlation between future imagination tendency and future time perspective. 4. Monthly exam results, socioeconomic status, beyond reality, past review and future prediction, emotion and value and plot construction could significantly predict future time perspective. According to the research findings, the researcher gave some suggestions for future implementations.

Highlights

Husman and Shell [10] pointed that future time perspective regulates behavior, establishes goals and expectations, motivates and monitors performance on different tasks, and evaluates whether the performance fulfilled the goals
Future time perspective takes a step beyond the sole act of thinking about the future by examining the degree to which one places importance on goals and the degree to which one's present behavior connects to future goals
Other researchers in the field of educational psychology [8] have used this reasoning and have predicted that students who understand the value of future goals would be more motivated to carry out their present tasks, put more effort into them, and perform better on subsequent tests

Summary

Introduction

Husman and Shell [10] pointed that future time perspective regulates behavior, establishes goals and expectations, motivates and monitors performance on different tasks, and evaluates whether the performance fulfilled the goals. (cited in 22) According to DeVolder and Lens [8], present tasks or responsibilities students have are important components of future time perspective because they lead directly to future goals. The Relationships Among Imagination, Future Imagination Tendency, and Future Time Perspective of Junior High School Students (1, Lin, E., 2012). The research would like to explore the relationship among imagination, future imagination tendency, and future time perspective. The research would like to predict students’ future time perspective through background variables, imagination properties, and future imagination tendency. It was to present the current states of imagination properties, future imagination disposition, and future time perspective of junior high school students. It was to test that future time perspective variables were predicted by background variables, imagination properties variables, and future imagination disposition

Literature Review

Participants

Results