School of Education, Shandong Women's University, Ji'nan, People's Republic of China.
School of Education, Faculty of Social Sciences and Leisure Management, Taylor's University Lakeside Campus, Subang Jaya, Malaysia.
Sci Rep. 2024 Sep 3;14(1):20430. doi: 10.1038/s41598-024-71696-6.
University students are highly vulnerable to experiencing academic burnout due to various pressures, necessitating an exploration of its causes and effects. Time perspective theory emphasizes how individuals' perspectives of past, present, and future events shape their behavior. Yet, the relationship between time perspective, burnout, and academic achievement remains unclear. This study investigates this association in Chinese undergraduates using survey and official grade point average (GPA) data. Results indicate positive correlations between Past-Negative, Present-Hedonistic (PH), Present-Fatalistic time perspectives, and academic burnout. Additionally, only Present-Hedonistic (PH) and future time perspectives significantly predict GPA. A mediation model reveals misbehavior as a mediator between Present-Hedonistic (PH) time perspective and GPA. These findings highlight time perspective's importance in academic well-being and outcomes, shedding light on the distinct roles of future and Present-Hedonistic time perspectives.
大学生由于各种压力，极易经历学业倦怠，因此需要探讨其原因和影响。时间视角理论强调了个体对过去、现在和未来事件的看法如何塑造他们的行为。然而，时间视角、倦怠和学业成绩之间的关系尚不清楚。本研究使用问卷调查和官方平均绩点（GPA）数据，调查了中国本科生的这种关联。结果表明，过去消极、现在享乐（PH）和现在宿命时间视角与学业倦怠呈正相关。此外，只有现在享乐（PH）和未来时间视角显著预测 GPA。中介模型显示，不当行为是现在享乐（PH）时间视角和 GPA 之间的中介变量。这些发现强调了时间视角在学业幸福感和成果中的重要性，揭示了未来和现在享乐时间视角的不同作用。
