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

Qian Wang, Hanlihui Ma, Xiaojun Zhang, Jiyao Xun*, Jian Chen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)790-804
Number of pages15
JournalAsia Pacific Journal of Education
Volume43
Issue number3
DOIs
Publication statusPublished - 7 Sept 2023

Keywords

  • Autonomous learning
  • future time perspective
  • higher education
  • learning motivation
  • work-based learning

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