Hong Shuai
School of Education, Shandong Women's University, Jinan, P.R. China.
School of Education, Faculty of Social Sciences and Leisure Management, Taylor's University Lakeside Campus, Subang Jaya, Malaysia.
PLoS One. 2025 Jan 31;20(1):e0316841. doi: 10.1371/journal.pone.0316841. eCollection 2025.
Future time perspective is closely related to students' academic achievement, potentially affecting academic achievement through academic emotions. This study examines the relationship between future time perspective and academic achievement, exploring the mediating roles of academic burnout and academic engagement among 686 university students. Using a cross-sectional quantitative design, we investigated both the direct relationship between future time perspective and academic achievement, and the indirect effects mediated by burnout and engagement. Structural equation modeling revealed that future time perspective predicts academic achievement directly, and also indirectly through increasing academic engagement and reducing academic burnout. Notably, the mediating effect of academic burnout was found to be more significant than that of academic engagement. Overall, the results highlight the crucial role of future time perspective and its mediating mechanisms in promoting academic success, suggesting potential interventions to enhance students' future orientation and academic well-being.
未来时间观与学生的学业成绩密切相关，可能通过学业情绪影响学业成绩。本研究考察了686名大学生的未来时间观与学业成绩之间的关系，探讨了学业倦怠和学业投入在其中的中介作用。采用横断面定量设计，我们研究了未来时间观与学业成绩之间的直接关系，以及由倦怠和投入介导的间接效应。结构方程模型显示，未来时间观直接预测学业成绩，也通过增加学业投入和减少学业倦怠间接预测学业成绩。值得注意的是，发现学业倦怠的中介效应比学业投入的中介效应更显著。总体而言，研究结果凸显了未来时间观及其中介机制在促进学业成功方面的关键作用，表明可能存在增强学生未来导向和学业幸福感的干预措施。
