Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/17971
Title: The impact of FTP on commitment to career choices: situating within a social cognitive perspective
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2015
DOI: 10.1080/07294360.2014.958069
Handle Link: https://hdl.handle.net/1959.11/17971
Abstract: Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development.
Publication Type: Journal Article
Source of Publication: Higher Education Research & Development, 34(2), p. 368-382
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 0729-4360
1469-8366
Field of Research (FOR): 130199 Education systems not elsewhere classified
130103 Higher Education
170103 Educational Psychology
Socio-Economic Outcome Codes: 930103 Learner Development
930101 Learner and Learning Achievement
930102 Learner and Learning Processes
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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