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  • Student Engagement in the First Year of Higher Education: The Influence of Temporal Orientation

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    Horstmanshof_2008_02Thesis.pdf (3.190Mb)
    Author(s)
    Horstmanshof, Louise
    Primary Supervisor
    Krause, Kerri-Lee
    Other Supervisors
    Bryer, Fiona
    Zimitat, Craig
    Year published
    2008
    Metadata
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    Abstract
    The aim of this investigation was to test the influence of temporal orientation on student engagement for first year university students at an Australian multicampus university. The study adopted a repeated correlational method to identify the relationships between temporal orientation factors and student engagement variables in the first phase and to confirm these relationships in the second phase. Survey data from two distinct cohorts of commencing students, who completed a university-wide on-line first year experience survey, were examined. To ensure that the relationships and influences that were identified were not ...
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    The aim of this investigation was to test the influence of temporal orientation on student engagement for first year university students at an Australian multicampus university. The study adopted a repeated correlational method to identify the relationships between temporal orientation factors and student engagement variables in the first phase and to confirm these relationships in the second phase. Survey data from two distinct cohorts of commencing students, who completed a university-wide on-line first year experience survey, were examined. To ensure that the relationships and influences that were identified were not merely characteristics of a particular first year cohort, this investigation ran two separate studies, one in 2003 and the other in 2005. In this way, the relationships between the temporal orientation factors and the student engagement variables, and the influence exerted by the temporal orientation factors on the student engagement variables could be tested, retested, and confirmed. Over the decades, several psychological theories have been proposed as influencing students’ engagement with their studies and on their approaches to study. This study proposed that the five factors of Zimbardo and Boyd’s (1999) Time Perspective Inventory (ZTPI) would provide a quick and efficient means of assessing psychological concepts that have been considered instrumental in promoting student engagement. Specifically, it was hypothesised that these five factors (Past-Positive, Past-Negative, Present-Hedonistic, Present-Fatalistic, and Future) would act as useful predictors of students’ adoption of deep, conceptual approaches to study, academic application, academic orientation, and satisfaction with their first year university experience. This hypothesis was supported by the study’s findings.
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    Thesis Type
    Thesis (PhD Doctorate)
    Degree Program
    Doctor of Philosophy (PhD)
    School
    Griffith Institute for Higher Education
    DOI
    https://doi.org/10.25904/1912/3002
    Copyright Statement
    The author owns the copyright in this thesis, unless stated otherwise.
    Item Access Status
    Public
    Subject
    Temporal orientation
    Student engagement
    Time perspective inventory
    Past-positive
    Past-negative
    Present-hedonistic
    Present-fatalistic
    Future
    Publication URI
    http://hdl.handle.net/10072/365887
    Collection
    • Theses - Higher Degree by Research

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