Celebrating Time Day 5 – Friday August 19, 2016
Celebrating Time Cross-Cultural Considerations for Time Attitudes: Perspectives from the US, Germany, Japan
08/19th/2016 3rd International Conference on Time Perspective “Time Attitudes Across Cultures: USA, Germany, and Japan”
The Japanese Version of the Adolescent Time Inventory-Time Attitudes (ATI-TA) Scale
Yuta Chishima
Faculty of Human sciences, University of Tsukuba, JAPAN
with Murakami, T., Worrell, F. C., & Mello, Z. R. 1
Sections
• Introduction • Methods • Results • Discussion • Further research 2
How Japanese Youth Perceive the Future Hopes for the future
(Japanese Cabinet Office, 2014)
When I am 40 years old, I will be happy
●Japanese youth tend to see their future more negatively. ●How about past or present? Can we believe these results? 3 ➡Cross-cultural research with common scale is needed.
Time Attitude
â—?Time attitude consists of emotions and evaluative feelings toward the past, present, and future. â—?Time attitude is the most frequently studied of the time perspective constructs (Mello & Worrell, 2015; Nurmi, 1991; Seginer, 2008; Shipp et al., 2009; Zimbardo & Boyd, 1999).
Main 3 scales about TA TAS
(Nuttin, 1985)
ZTPI
(Zimbardo & Boyd, 1999)
ATI-TA or ATAS
(Worrell et al, 2013) 4
Current Time Attitude Research in Japan ZTPI-J (Shimojima et al, 2012)
●The theorized five factors were extracted through exploratory factor analysis after omitting 10 items. ●However, confirmatory factor analyses were less supportive. ●Alpha estimates for subscale scores from the 43-item version ranged from .65 to .76. Model
CFI
GFI AGFI RMSEA
1. ZTPI-J (original 53 items) .595 .782 .764
.056
2. ZTPI-J (43 items)
.057
.681 .829 .810
ZTPI-J has some issues with internal consistency and 5 structural validity.
Current Time Attitude Research in Japan
ZTPI-J (Shimojima et al, 2012)
●Sircova et al. (2014) undertook a 24-country study of the structural validity and invariance of ZTPI scores. ●However, the Japanese sample was removed from analysis because of bias in more than two items (see also Sircova et al., 2015). ➡Research on time attitudes in Japan requires a scale with reliable and valid scores. 6
The Adolescent Time Inventory-Time Attitudes (ATI-TA; Mello & Worrell, 2007; Worrell et al., 2013)
Features ●Alpha estimates have almost always exceeded .70. ●Structural validity analyses have supported the six-factor structure. Past Positive
Present Positive
Future Positive
Past Negative
Present Negative
Future Negative
●Strong relationships between scores on the Future Positive or Negative and other future-related variables (Worrell & Mello, 2009). ●ATI-TA scores had moderate correlations with self-esteem (|.36| to |.46|) (Andretta et al., 2014). 7
The Present Study
Purpose
●To develop a Japanese version of the ATI-TA with reliability and validity.
Hypotheses Internal ①Alpha and omega estimates would be .70 or higher. consistency Structural validity
②The 6-factor model would achieve acceptable fit.
③ATI-TA would be related to each TAS subscale. Convergent ④Only future positive/negative would be related to future-oriented variable. validity ⑤All six subscales would be related to self-esteem 8 scores with moderate correlations.
Sections
• Introduction • Methods • Results • Discussion • Further research 9
Participants ●Participants were recruited from three public high schools. ●The sample consisted of 382 Japanese adolescents (166 female [43.3%], 216 male) aged 15 to 18 years (Mage = 16.22 years, SD = 1.44). ●As previously found (Worrell & Mello, 2009), age and grade were not correlated significantly with any subscales (r = –.09 to .08, ns).
Procedure ●Participants completed the questionnaires anonymously from June to July of 2015. 10
ATI-TA
Measures (Appendix)
Translation and back-translation process (Brislin, 1986) ①A professional translator translated the ATI-TA into Japanese.
③Another professional translator translated those items into English.
②The three native Japanese checked the Japanese items. ・They corrected items to read more naturally. ④The authors who developed the original ATI-TA confirmed that the back-translated and original items had the same meaning. 11
TAS-J (Shirai, 1997)
Measures
・We chose the following 3 items for each time period because scores on the full Japanese version are not reliable. unpleasant–pleasant, unhappy–happy, and dark–light
Educational Career Planning (ECP; Sakayanagi, 1986) ●We assessed educational career planning as futureoriented variable (Sakayanagi, 1986). ●This ECP consists of 4 items.
Rosenberg Self-esteem Scale-J (RSES; Yamamoto et al, 1982)
・The RSES measures global self-esteem using 10 items.
12
Sections
• Introduction • Methods • Results • Discussion • Further research 13
Descriptive Statistics (Table 1) M
SD
α
ω
Past Positive
3.68
0.78
.87
.87
Past Negative
2.57
0.87
.83
.84
Present Positive
3.71
0.75
.85
.85
Present Negative
2.47
0.77
.81
.82
Future Positive
3.52
0.78
.88
.89
Future Negative
2.30
0.67
.79
.80
●Subscale means fell between 2.0 and 4.0. ●Alpha and omega estimates were in the .79 to .89 range. ➡Results showed the ATI-TA of internal consistency.14
Confirmatory Factor Analyses (Figure 1, Table 3) Five models
・Model 1: null model ・Model 2: 2-factor model (15 Positive and 15 Negative items) ・Model 3: 3-factor model (10 Past, 10 Present, and 10 Future items) ・Model 4: 6-factor model (5 items per subscale) ・Model 5: 6-factor model (modified from Model 4) ●We used modification indices to achieve acceptable fit. ➡Results indicated that error terms related to three pairs of similar items resulted in substantial misfit. 15
Model 1: Null e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
3
9
21
24
30
5
11
14
17
26
1
7
13
19
28
6
12
15
18
27
2
8
20
23
29
4
10
16
22
25
e
e
e
e
e
e
e
e
e
e
e
e
e
e
e 16
Model 2: 2-Factor (valence) e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
3
9
21
24
30
5
11
14
17
26
1
7
13
19
28
29
4
10
16
22
25
e
e
e
e
e
e
Positive Negative
6
12
15
18
27
2
8
20
23
e
e
e
e
e
e
e
e
e
17
Model 3: 3-Factor (time periods) e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
3
9
21
24
30
5
11
14
17
26
1
7
13
19
28
Presen t
Past
6
12
15
18
27
2
8
20
23
e
e
e
e
e
e
e
e
e
Future
29
4
10
16
22
25
e
e
e
e
e
e 18
Model 4: 6-Factor (theorized) e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
3
9
21
24
30
5
11
14
17
26
1
7
13
19
28
Past Positive
Present Positive
Future Positive
Past Negative
Present Negative
Future Negative
6
12
15
18
27
2
8
20
23
e
e
e
e
e
e
e
e
e
29
4
10
16
22
25
e
e
e
e
e
e 19
Model 5: 6-Factor (modified) e
e
e
e
e
e
e
e
e
e
e
e
e
e
e
3
9
21
24
30
5
11
14
17
26
1
7
13
19
28
Past Positive
Present Positive
Future Positive
Past Negative
Present Negative
Future Negative
6
12
15
18
27
2
8
20
23
e
e
e
e
e
e
e
e
e
29
4
10
16
22
25
e
e
e
e
e
e 20
Confirmatory Factor Analyses (Figure 1, Table 3) Model
χ2s-b
df
CFI
TLI
RMSEA
1. Null
5183.35*
435
2. 2-Factor (valence)
2625.95*
404
.532
.496
.120
3. 3-Factor (time periods)
1384.09*
402
.793
.776
.080
4. 6-Factor (theorized)
988.69*
390
.874
.859
.063
5. 6-Factor (modified)
775.25*
387
.921
.911
.051
●Model 1, 2, and 3 were rejected, as the fit indices were poor or not enough. ●Model 4 were better than Model 1, 2, and 3. ●The modified six-factor model (Model 5) was accepted. ➡Results showed the ATI-TA of structural validity.
21
Convergent Validity (Table 4) TAS Past
ECP
RSES
Present Future
pr
pr
pr
r
r
1. Past Positive
.72*
–.05
.12
.02
.23*
2. Past Negative
–.55*
–.04
–.06
.02
–.45*
3. Present Positive
.04
.64*
–.02
.04
.41*
4. Present Negative
–.04
–.59*
.02
–.06
–.42*
5. Future Positive
.02
.22*
.62*
.30*
.52*
6. Future Negative
–.01
–.25*
–.57*
–.30*
–.63*
●Partial correlations (pr) were calculated after adjusting for the other two TAS subscale scores. ➡Results showed the ATI-TA of convergent validity. 22
Sections
• Introduction • Methods • Results • Discussion • Further research 23
Hypotheses Internal ①Alpha and omega estimates would be .70 or higher. consistency
supported
Structural validity
②The 6-factor model would achieve acceptable fit.
supported
③ATI-TA would be related to each TAS subscale. Convergent ④Only future positive/negative would be related to future-oriented variable. validity ⑤All six subscales would be related to self-esteem scores with moderate correlations.
supported
The Japanese version of the ATI-TA was developed successfully.24
Sections
• Introduction • Methods • Results • Discussion • Further research 25
Cross-cultural comparison
â—?Results showed Japanese tend to see their future more negatively. â—?We need to demonstrate structural and measurement equivalence among versions in other languages before discussing these results. 26
Japanese youth & society
Strong self-criticism
●The lowest of self-esteem in 53 nations is Japan (Schmitt & Allik, 2005). ●Rate of youths’ suicide in Japan is extremely higher than other developed countries (Maida, 2016). ➡Lack of future perspective might be main reason (Sato, 2015).
Social background ●Japanese society has been under economic depression for about 20 years. ➡Adolescents might feel difficult to make happier life course. We need to examine how we can help 27 Japanese adolescents have brighter future perspective.
Japanese youth & society
â—?Rate of youth suicide in Japan is so extremely higher than other developed countries (Maida, 2016).
Time attitude profile (Andretta, et al., 2014)
â—?Although attitudes toward specific time periods were not predictive of GPA, Positives and Pessimists differed on GPA with a moderate effect size. It would be useful to use a person-centered approach 29 to examine time-attitude profiles.
Current Time Attitude Research in Japan TAS-J (Shirai, 1997)
①Some items were omitted from the TAS-J due to low itemtotal correlations. ②TAS-J items include expressions that are difficult for adolescents to fully comprehend.
Experiential Time Perspective Scale (ETPS; Shirai, 1994) ●ETPS is originally Japanese, and used widely in Japan. ●It consists of 4 subscales. Acceptance of past
Self-fullness
Hopefulness Goal-directedness
➡However, it is not suitable for cross-cultural research 30 because its scores have not been validated in other countries.
Internalcorrelation (Table 2)
●Between positive/positive or negative/negative were positive correlations. 1
2
3
4
5
1. Past Positive
-
2. Past Negative
–.52
-
3. Present Positive
.31
–.40
-
4. Present Negative
–.23
.50
–.76
-
5. Future Positive
.40
–.29
.43
–.34
-
6. Future Negative
–.36
.41
–.43
.43
–.74 31
ATI-TA can be used not only for adolescents!
â—?Results show that the ATI-TA yields reliable scores and a valid structure across adulthood and can be used to measure time perspective throughout the life-span. 32
3rd International Conference on Time Perspective
The relationship between time attitude and identity formation Ryo Ishii Nagoya University, JAPAN / Japan Society for the Promotion of Science (Contact: nxt001@gmail.com) Pre-arranged Symposium “Time Attitudes Across Cultures: USA, Germany, and Japan� 09:50-11:10 (August 19th, 2016)
OUTLINE OF MY PRESENTATION
1. Brief Introduction 2.My Recent Investigation 3.Brief Conclusion
Introduction
Introduction Identity Erikson (1963, 1968) had conceptualized the primary psychosocial task of adolescence as one of finding an optimal balance between identity achievement and role confusion.
Introduction Time Perspective The totality of the individual’s views of his psychological future and psychological past existing at a given time (Lewin, 1951). ◆Tsuzuki (1994): Time perspective is the basis of identity formation.
Previous Research on Time Perspective and Identity
◆ Rappaport, Enrich, and Wilson (1985); Tsuzuki (1994); Shirai, Nakamura, and Katsuma (2012) ⇒ Future orientation and positive attitude toward time are related to achievement of identity.
Introduction Marcia (1966) proposed four identity statuses that are differentiated by the degree to which a person has explored and the degree to which a person has committed to a sense of self.
Introduction Transition of Research on Identity Most studies used Marcia (1966)’s status approach. ⇔ Status approach is focused on outcomes of identity development and does not explain how identity is formed and changed over time (Blasi & Glodis, 1995; van Hoof, 1999). The progress of study showed the status change from achievement to other (e.g. Stephen, Fraser, & Marcia, 1992). ⇒ Exploration of identity is repeated.
It is important to investigate identity from both process and product (Schwartz, 2007).
Introduction The Purpose of This Study To investigate the relationship between time attitude and adolescents’ identity formation, by focusing on both identity formation processes and products.
Introduction Identity theory This study was based on Dual-cycle model of identity formation (Luyckx, Goossens, & Soenens, 2006). The process of seeking alternatives
The process of deepening commitment
The dimension of commitment
Commitment making
Identification with commitment
The dimension of exploration
Exploration in breadth
Exploration in depth
Negative aspect
Ruminative exploration
Methods
Methods ď ŽProcedure Online questionnaire survey ď ŽParticipants 196 undergraduates (68 males, 128 females) (average age: 19.2 / age range: 18-26)
Methods ď ŽMeasurements Identity Measure DIDS-J (Nakama et al., 2014) was used. This scale is Japanese version of the Dimensions of Identity Development Scale (Luyckx et al., 2008). (five-point scale) Subscales: Commitment making Identification with commitment Exploration in breadth Exploration in depth Ruminative exploration
Methods *Grouping. Cluster analysis using this measure can reveal individual identity status. The cluster structure showed in this study was the same as that in original study.
DIDS-J SCORE
Foreclosure
(n=40)
Achievement
(n=16)
Searching moratorium (n=58) Carefree diffusion
(n=22)
Diffused diffusion
(n=60)
Nakama et al. (2015)
Diffused diffusion Foreclosure (with exploration)
Searching moratorium
Carefree diffusion Achievement (without exploration)
Methods Time attitude The Japanese version of ATAS (Chishima, 2015) was used. This scale is Japanese version of the Adolescent Time Attitude Scale (Worrell, Mello, & Buhl, 2013). (five-point scale) Subscales: Past Positive, Past Negative Present Positive, Present Negative Future Positive, Future Negative
Results & Discussion
Results & Discussion Foreclosure Achievement Searching moratorium Carefree diffusion Diffused diffusion
4.50
4.00
Past Positive (F (4, 191) = 2.28, p<.10)
Carefree diffusion < Achievement
3.50
Past Negative 3.00
(F (4, 191) = 3.74, p<.01)
Foreclosure < Carefree diffusion Foreclosure < Diffused diffusion
2.50
2.00
Past Positive
Past Negative
Results & Discussion Achievement’s past is more positive than carefree diffusion’s. ☞ Past time might be accepted and become positive by making commitment and exploring. Attitude toward past among foreclosure is less negative than that among both diffusion. ☞ Positive past may inhibit exploration in breadth among foreclosure. And negative past may inhibit making commitment among diffusion. ⇒ Early childhood experience may have relation to identity formation process.
Results & Discussion 4.50
4.00
Foreclosure Achievement Searching moratorium Carefree diffusion Diffused diffusion
3.50
3.00
Present Positive (F (4, 191) = 4.82, p<.01)
C diffusion < Achieve, Fore, moratorium Diffused diffusion < moratorium
Present Negative (F (4, 191) = 5.74, p<.01)
2.50
Foreclosure, moratorium < C diffusion, D diffusion
2.00
Present Positive Present Negative
Results & Discussion ď ° Both type of diffusion have negative attitudes toward present. ď ° Not only among achievement but also among foreclosure and moratorium have positive attitudes toward present. â&#x2DC;&#x17E; It might be possible for adolescent whose present time perspective is positive to commit something. or (and) It might be possible for adolescent who commit something to have positive present time perspective.
Results & Discussion Foreclosure Achievement Searching moratorium Carefree diffusion Diffused diffusion
4.50
4.00
3.50
3.00
Future Positive (F (4, 191) = 26.37, p<.01)
C diffusion < Fore, D diffusion < Achievement, moratorium
Future Negative
2.50
(F (4, 191) = 16.22, p<.01)
2.00
Achievement, moratorium < Fore, D diffusion < C diffusion
1.50
Future Positive
Future Negative
Results & Discussion Among achievement and moratorium, attitude toward future is most positive. Attitude toward future among carefree diffusion is most negative. ☞ Exploring may make future positive. or (and) Positive future time perspective may motivate individual to explore identity.
Results & Discussion Commitment making Foreclosure Achievement
Searching moratorium
Carefree diffusion
Diffused diffusion
Past positive
-.14
.39
.12
.15
.09
Past negative
.07
-.11
-.31 *
.05
.09
Present positive
.17
.19
.10
-.08
.12
Present negative
-.22
-.15
-.26 *
-.11
-.09
Future positive
.21
-.17
-.22 †
.28
-.10
Future negative
-.29 †
.38
.01
.07
-.02
†p <.10, *p <.05, **p <.01
Equivalence test was conducted.
Results & Discussion Commitment making Searching Foreclosure Achievement moratorium
Carefree diffusion
Diffused diffusion
Past positive
-.14
.39
.12
.15
.09
Past negative
.07
-.11
-.31 *
.05
.09
Present positive
.17
.19
.10
-.08
.12
Present negative
-.22
-.15
-.26 *
-.11
-.09
Future positive
.21
-.17
-.22 †
.28
-.10
Future negative
-.29 †
.38
.01
.07
-.02
†p <.10, *p <.05, **p <.01 No significant difference was showed.
Results & Discussion Identification with commitment Foreclosure Achievement
.67 **
Past positive
.07
Past negative
.00
-.62 *
Present positive
.17
.01
Present negative
.07
.01
Future positive
.29 †
.21
Future negative
-.31 †
-.07
Searching moratorium
.29 * -.20
Carefree diffusion
.33
Diffused diffusion
.23 †
-.23
-.05
.17
.05
-.05
-.35
.11
-.20
.36
-.10
-.22
-.08
.24 †
.31 *
†p <.10, *p <.05, **p <.01
Equivalence test was conducted.
Results & Discussion Identification with commitment Foreclosure Achievement
Searching moratorium
Carefree diffusion
Diffused diffusion
.33
.23
-.23
-.05
.17
.05
Past positive
.07
.67
**
.29
Past negative
.00
-.62
*
-.20
Present positive
.17
.01
.24
Present negative
.07
.01
-.05
-.35
.11
Future positive
.29
†
.21
-.20
.36
-.10
Future negative
-.31
†
-.07
.31
-.22
-.08
*
†
*
†
†p <.10, *p <.05, **p <.01
Relationship between Future positive (χ2 (4) = 9.33, p<.10), Future negative (χ2 (4) = 10.75, p<.05) and Identification with commitment differs according to identity status.
Results & Discussion ď ° Among foreclosure, future positive is positively and future negative is negatively related to identification with commitment. ď ° Among moratorium, future negative is positively related to identification with commitment. â&#x2DC;&#x17E; Exploring may make future positive. or (and) Positive future time perspective may motivate individual to explore identity.
Results & Discussion Exploration in breadth Foreclosure Achievement
Searching moratorium
Carefree diffusion
Diffused diffusion
.19
.20
.23 †
Past positive
.12
-.02
Past negative
-.05
-.05
-.36 **
.21
-.32 *
Present positive
.21
.03
.31 *
-.04
.04
Present negative
-.08
.03
-.15
.24
-.06
Future positive
.17
.11
.16
-.18
-.13
Future negative
-.06
.17
-.09
.41 †
.31 *
†p <.10, *p <.05, **p <.01
Equivalence test was conducted.
Results & Discussion Exploration in breadth Foreclosure Achievement
Searching moratorium
Carefree diffusion
Diffused diffusion
.19
.20
.23 †
Past positive
.12
-.02
Past negative
-.05
-.05
-.36 **
.21
-.32 *
Present positive
.21
.03
.31 *
-.04
.04
Present negative
-.08
.03
-.15
.24
-.06
Future positive
.17
.11
.16
-.18
-.13
Future negative
-.06
.17
-.09
.41 †
.31 *
*p <.05, **p <.01 Relationship between Future negative (χ2 (4)†p=<.10, 7.85, p<.10) and Exploration in breadth differs according to identity status.
Results & Discussion ď ° Among both diffusion, future negative is positively related to exploration in breadth. â&#x2DC;&#x17E; Adolescent whose identity is diffused may explore in breadth because their future are negative and they want to change future.
Results & Discussion Exploration in depth Foreclosure Achievement
-.67 **
Searching moratorium
Carefree diffusion
Diffused diffusion
.05
-.17
-.04
Past positive
.23
Past negative
-.05
.32
-.30 *
Present positive
.00
-.18
.08
Present negative
-.01
.33
-.10
.48 *
-.02
Future positive
-.13
-.26
-.12
-.40 †
.04
.41
-.04
Future negative
.29 †
.57 ** -.33
.71 **
-.02 .00
.01
†p <.10, *p <.05, **p <.01
Equivalence test was conducted.
Results & Discussion Exploration in depth Foreclosure Achievement **
Searching moratorium
Carefree diffusion
Diffused diffusion
.05
-.17
-.04
Past positive
.23
-.67
Past negative
-.05
.32
-.30
Present positive
.00
-.18
.08
-.33
Present negative
-.01
.33
-.10
.48
*
-.02
Future positive
-.13
-.26
-.12
-.40
†
.04
Future negative
.29
.41
-.04
.71
**
.01
†
*
.57
**
-.02 .00
†p <.10, *p <.05, **p <.01
Relationship between Past positive (4) = 11.24, p<.05), Past negative (χ2 (4) = 14.72, p<.01), Future negative (χ2 (4) = 15.18, p<.01) and Exploration in depth differs according to identity status. (χ2
Results & Discussion Among achievement, past positive is negatively related to exploration in depth. Past negative is positively related to exploration in depth among carefree diffusion, however among moratorium, it is negatively related. Among carefree diffusion and foreclosure, future negative is positively related to exploration in depth. ☞ Negative past and future may motivate carefree diffusion’s exploration in depth. But among moratorium, negative past may inhibit exploration in depth. And so positive past may inhibit achievement’s exploration in depth.
Results & Discussion Ruminative exploration Foreclosure Achievement
Searching moratorium
Carefree diffusion
Diffused diffusion
-.18
.11
Past positive
.16
-.12
-.11
Past negative
.08
-.01
.09
Present positive
-.12
.15
-.03
Present negative
.24
.12
.10
Future positive
-.21
-.31
-.02
Future negative
.01
.55 *
.02
.79 ** -.42 † .66 ** -.42 † .80 **
-.16 -.03 .06 -.07 .21
†p <.10, *p <.05, **p <.01
Equivalence test was conducted.
Results & Discussion Ruminative exploration Foreclosure Achievement
Searching moratorium
Carefree diffusion
Diffused diffusion
-.18
.11
Past positive
.16
-.12
-.11
Past negative
.08
-.01
.09
Present positive
-.12
.15
-.03
Present negative
.24
.12
.10
Future positive
-.21
-.31
-.02
Future negative
.01
.55 *
.02
.79 ** -.42 † .66 ** -.42 † .80 **
-.16 -.03 .06 -.07 .21
†p <.10, *p <.05, **p <.01
Relationship between Past negative (4) = 22.00, p<.001), Present negative (χ2 (4) = 8.48, p<.10), Future negative (χ2 (4) = 20.52, p<.001) and Ruminative exploration differs according to identity status. (χ2
Results & Discussion ď ° Among carefree diffusion, negative attitudes toward past, present, and future is positively related to ruminative exploration. ď ° Among achievement, negative attitudes toward future is positively related to ruminative exploration. â&#x2DC;&#x17E; Time perspective is related to negative aspects of exploration only among carefree diffusion and achievement.
Conclusion
Conclusion Time Perspective and Identity formation â&#x2013;Ą Time perspective has different function to identity formation depending on adolescentâ&#x20AC;&#x2122;s identity status. â&#x2013;Ą Positivity and negativity of time attitude have different meanings on each identity formation process.
Limitation & Future Direction Limitation â&#x2013;Ą Cross-sectional survey Present study could not reveal the subsequent influence of time perspective on future identity.
Future Direction â&#x2013;Ą Longitudinal survey Time perspective and identity formation interact each other (Shirai, 2003).
Theoretical Perspectives on Time Perspective and Culture Zena R. Mello and Manpreet Kaur San Francisco State University https://faculty.sfsu.edu/~zmello/content/time-perspective
Time Perspective Conceptualization a.
Cognitive-motivational
b.
Multidimensional
c.
Three Temporal Periods
d.
Develops among individuals, settings, and cultures
e.
Cottle, Frank, Lewin, Nurmi, Seginer, Zimbardo
Attitude
Meaning
Past Orientation
Future
Frequency
Time Perspective
Present
Relation
Mello, Z. R., & Worrell, F. C. (2015). The past, the present, and the future: A conceptual model of time perspective in adolescence. In Stolarski M., van Beek W., & Fieulaine, N. (Eds), Time Perspective Theory: Review, Research and Application. Essays in Honor of Philip Zimbardo.
Time Perspective Measurement: Adolescent Time Inventory Mello & Worrell (2007) Time: Past, Present, and Future 1. Time Attitudes: Positive and Negative Feelings 2. Time Orientation: Emphasis 3. Time Relation: Relationships 4. Time Frequency: Intensity 5. Time Meaning: Definition (qualitative)
Mello, Z. R., & Worrell, F. C. (2015). The past, the present, and the future: A conceptual model of time perspective in adolescence. In Stolarski M., van Beek W., & Fieulaine, N. (Eds), Time Perspective Theory: Review, Research and Application. Essays in Honor of Philip Zimbardo.
Measuring Time Orientation • Emphasis toward the past, the present, and the future
Instructions: Select one figure below that shows how important the past, the present, and the future are to you, with larger circles being more important to you. ……………………………………………………………………………………………………….
Figure 1. 0
Present
Future
……………………………………………………………………………………………………….
Figure 2. 0
• Time periods simultaneously
Past
Present Past
Future
…………………………………………………………………………………………………........ Figure 3. 0
Past
Present
Future
…………………………………………………………………………………………………........
Figure 4. 0
Past
Present
Future
…………………………………………………………………………………………………........
Figure 5. 0
Past
Present
Future
……………………………………………………………………………………………………. Figure 6. 0
Past
Present
Future
…………………………………………………………………………………………………...…
Figure 7. 0
Past
Present
Future
…………………………………………………………………………………………………...…
Mello, Z. R., Finan, L. J., & Worrell, F. C. (2013). Introducing an instrument to assess time orientation and time relation in adolescents. Journal of Adolescence, 36, 551-563. doi:http://dx.doi.org/10.1016/j.adolescence.2013.03.005
Measuring Time Relation • Perceived relationships among the past, the present, and the future
Instructions: Select one figure below that shows how you view the relationship among the past, the present, and the future. ……………………………………………………………………………………………….............
Figure 1. 0
Past
Present
Future
……………………………………………………………………………………………………….
• Time periods simultaneously
Past
Present
Future
Figure 2. 0
……………………………………………………………………………………………………….
Past
Present
Future
Figure 3. 0
……………………………………………………………………………………………….............
Present Figure 4. 0 Past
Future
……………………………………………………………………………………………….............
Mello, Z. R., Finan, L. J., & Worrell, F. C. (2013). Introducing an instrument to assess time orientation and time relation in adolescents. Journal of Adolescence, 36, 551-563. doi:http://dx.doi.org/10.1016/j.adolescence.2013.03.005
Measuring Time Frequency • How often do you think about the past, the present, and future? • Response options – Almost Never, Seldom, Sometimes, Often, Almost Always
Mello, Z. R., Worrell, F. C., & Andretta, J. R. (2009). Variation in how frequently adolescents think about the past, the present, and the future in relation to academic achievement. Research on Child and Adolescent Development [Diskurs Kindheits- und Jugendforschung], 4, 173-183.
Time Meaning • How do you define the past, present, future? • Tremendous variation • “When I refer to the present, it’s today and like, like up to a day ago” (African American Female Aged 14). • “If you look at it very closely there is no present because it’s either something that’s happened beforehand or something that is going to happen” (European American Female Aged 16).
Mello, Z. R., Bhadare, D., Fearn, E. J., Galaviz, M. M., Hartmann, E. S., & Worrell, F. C. (2009). The window, the river, and the novel: Examining adolescents’ conceptions of the past, the present, and the future. Adolescence, 44, 539-556.
Theoretical Perspectives on Time Perspective and Culture
Theoretical Perspectives on Time Perspective and Culture
• Universal versus cultural-specific • Marginalization • Values
Measuring Time Attitudes Across Cultures
Frank C. Worrell Graduate School of Education University of California, Berkeley
Foundational Principles • Cross-cultural scale development is iterative and takes time. • ATI-TA subscales should be as similar as possible across countries. • Aiming for α > .70 for subscale scores, but recognizing that these fluctuate across samples. • Aiming for good fit (structural validity). • Interested in external validity and Time Attitude profiles across samples.
Versions of Time Attitudes on the Adolescent (and Adult) Time Inventory https://faculty.sfsu.edu/~zmello/content/adolescent-time-inventory
Published or Presented • Chinese • English • Farsi • German • Italian* • Japanese
In Development OR Under Review • Albanian* • Hindi • Polish • Portuguese • Spanish • Swedish • Turkish*
*Future Negative Scale not Finalized
(N)
Alphas (α) by Nation
Past Pos
Past Neg
Pres Pos
Pres Neg
Fut Pos
Fut Neg
US 1 (300)
.80
.79
.77
.77
.83
.81
US 2 (748)
.87
.81
.81
.83
.89
.77
US 3 (1,074)
.88
.90
.89
.87
.92
.84
Germany (316)
.88
.84
.87
.77
.84
.81
New Zeal (561)
.85
.89
.90
.86
.90
.82
Iran (1,200)
.80
.83
.84
.84
.64
.70
China (317)
.77
.76
.75
.80
.75
.76
North Ireland (1,580)
.81
.83
.82
.79
.81
.68
Scotland (813)
.72
.80
.80
.79
.78
.70
Nigeria (190/28 items)*
.74
.80
.75
.70
.73
.65
Albania (312)
.80
.78
.80
.72
.61
.39
Italy (246)
.88
.85
.91
.87
.84
.43
Peru (71)
.81
.85
.82
.71
.82
.62
Sweden (69)
.92
89
.95
.85
.94
.83
Turkey 1 (244)
.78
.83
.81
.79
.81
.53
Turkey 2 (350; 5 factors)
.85
.72
.87
.76
.85
–
Alphas (α) by Ethnic Subgroups: US African Am
Asian
European Am
Latino
Native Am
Other
N = 44
Am
N = 280
N = 80
N = 125
N = 55
N = 90 Pa Positive
.87
.85
.89
.83
.86
.84
Pa Negative
.84
.80
.82
.81
.79
.80
Pr Positive
.72
.81
.83
.82
.75
.85
Pr Negative
.85
.87
.82
.82
.82
.85
Fu Positive
.88
.92
.90
.88
.91
.89
Fu Negative
.73
.79
.80
.79
.80
.61
Alphas (Îą) by Ethnic Subgroups: New Zealand Pakeha
Maori
Pasifika
Asian
Other
N = 289
N = 31
N = 23
N = 181
N = 45
Pa Positive
.85
.84
.71
.86
.82
Pa Negative
.91
.85
.90
.86
.90
Pr Positive
.91
.89
.88
.89
.88
Pr Negative
.87
.75
.84
.84
.84
Fu Positive
.90
.92
.90
.90
.84
Fu Negative
.86
.72
.81
.77
.85
Fit Indices by Country Fit Indices by Country
NNFI > .90
CFI > .90
SRMR < .08
RMSEA < .05
95% C.I.
US 1 (300)
.937
.944
.059
.037
.029, .044
US 2 (748)
.959
.963
.045
.032
.028, .036
US 3 (1,074)
.946
.952
.038
.041
.038, .044
Germany (316)
.960
.965
.050
.033
.025, .040
New Zealand (561)
.950
.955
.045
.041
.037, .045
Iran (1,200)
.926
.935
.061
.043
.040, .046
China (317)
.902
.912
.065
.042
.034, .049
N. Irel (1,580, WLSMV)
.952
.957
–
.057
.055, .060
Scotland (813, WLSMV)
.944
.950
–
.057
.053, .060
Nigeria (28 items)
.895
.907
.074
.040
.029, .050
Albania (312; 28; WLSMV)
.937
.944
–
.048
.041, .055
Italy (246; 28; WLSMV)
.982
.984
–
.049
.041, .056
Turkey 1 (244)
.969
.972
.053
.025
.010, .036
Turkey 1 (244, 5 factors)
.978
.981
.048
.022
.000, .035
Turkey 2 (350, 5 factors)
.938
.943
.060
.040
.034, .046
Omega (Ď&#x2030;) Estimates by Country (N) Past Pos
Past Neg
Pres Pos
Pres Neg
Fut Pos
Fut Neg
US 1 (300)
.80
.79
.78
.77
.84
.81
Germany (316)
.88
.84
.78
.80
.87
.81
New Zeal (561)
.84
.90
.90
.84
.90
.82
Iran (1,200)
.80
.84
.85
.85
.65
.72
China (317)
.78
.76
.75
.80
.75
.81
North Ireland (1,580)
.87
.88
.87
.85
.88
.78
Scotland (813)
.83
.86
.87
.86
.86
.80
Nigeria (190/28 items)*
.74
.80
.77
.70
.75
.67
Albania (312/28 items)
.85
.82
.84
.77
.68
.60
Italy (246/28 items)
.92
.88
.94
.90
.89
.62
Turkey 1 (244/28 items)
.79
.83
.82
.79
.81
.53
Concurrent Validity Correlations: US Hope
Optimism
Perceived Life Chances
Global Self-Esteem
Perceived Stress
Pa Positive
.38
.44
.29
.44
-.32
Pa Negative
-.39
-.51
-.29
-.51
.45
Pr Positive
.59
.58
.34
.58
-.66
Pr Negative
-.38
-.62
-.29
-.56
.80
Fu Positive
.55
.51
.46
.46
-.39
Fu Negative
-.52
-.59
-.51
-.63
.43
Concurrent Validity Correlations: NZ Attitude Toward School
Attitude Toward Teachers
School Marks
Academic Cutting/Mis Self-Evaluation sing Class or School
Pa Positive
.33
.28
.13
.14
-.07
Pa Negative
-.34
-.24
-.14
-.16
.18
Pr Positive
.46
.38
.15
.18
-.12
Pr Negative
-.48
-.31
-.18
-.21
.18
Fu Positive
.34
.24
.06
.09
.07
Fu Negative
-.37
-.27
-.25
-.27
.18
ATI-TA Profiles Germany 2009
US 1 2013
New Zealand 2013
UK 2016
US 2 In Prep
Positives (5/5)
Yes
Yes
Yes
Yes
Yes
Optimists (3/5)
Yes
Yes
Yes
No
No
Balanced (4/5)
Yes
Yes
No
Yes
Yes
Ambivalent (3/5)
Yes
No
No
Yes
No
Pessimists (5/5)
Yes
Yes
Yes
Yes
Yes
Negatives (5/5)
Yes
Yes
Yes
Yes
Yes
Past Negatives (1/5)
No
No
No
Yes
No
From Andretta et al. (2013)
Differences by Profiles: US
Differences by Profiles: NZ
Thanks for your attention
Copenhagen, August 19th, 2016
â&#x20AC;&#x153;Time Attitudes Across Cultures: USA, Germany, and Japanâ&#x20AC;? Adolescent Time Attitudes and Competitive Sports in a German Sample
Contact: Svenja Konowalczyk svenja.konowalczyk@staff.uni-heidelberg.de
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Introduction • Past, present, future: • high relevance for personal and identity-forming processes during adolescence (e.g., Erikson, 1966; Marcia, 1993; Secord & Peevers, 1974)
• especially attitudes toward the three time dimensions are related to several psychological constructs (e.g., Andretta , 2010; Lewin, 1942; Molinari et al., 2015)
• Physical activity: • one of the most important leisure time activities for adolescents (e.g., Grgic & Züchner, 2013)
• can enhance juvenile development and health (e.g., Diehl et al., 2014; Gerlach & Brettschneider, 2013)
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Hypotheses • Previous studies showed a positive relationship between • competitive sports and a positive self (e.g., Heim, 2002; Eppinger, 2010)
• time perspective and physical activity (Konowalczyk, 2016)
• Focus of the present study: • evaluation of the relationship between time attitudes and competitive sports • how does high-performance sport predict adolescents' attitudes toward time?
• Hypotheses: • adolescent top-athletes have more positive attitudes toward the past, present, and future and thus • can be found more often in positive connoted time attitude profiles than non-athletes
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Method
sample I: Non-athletes
sample II: Top-athletes
901
175
14.65 (1.60)
14.73 (1.55)
46.2% female
41.7% female
5.92 (4.41)
12.45 (5.91)
N age: M (SD) gender sports activity in hours/week (most favorite sport): M (SD)
â&#x20AC;˘ Adolescent Time Attitudes Scale-German; 1-5-Likert; short version (24 Items) (ATAS-G; Mello, Worrell, & Buhl, 2008)
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Results: Past, present, future
subscale
sample I: Non-athletes
sample II: Top-athletes M (SD)
p (Cohens d)
past positive
3.91 (.90)
4.27 (.64)
< .001 (.42)
past negative
2.15 (.96)
1.82 (.77)
< .001 (.35)
present positive
3.86 (.83)
4.29 (.66)
< .001 (.53)
present negative
2.43 (.89)
2.10 (.85)
< .001 (.37)
future positive
3.95 (.82)
4.27 (.63)
< .001 (.40)
future negative
1.74 (.76)
1.57 (.58)
< .01 (.23)
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Results: Time Attitude Profiles (1) Ambivalent
Balanced
Negative
Optimistic
Adolescent Time Attitudes and Competitive Sports in a German Sample
Positive
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Results: Time Attitude Profiles (2) Ambivalent
Balanced
Optimistic
Positive
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
Conclusions • Adolescents who were highly sportive reported strong positive attitudes toward the past, present, and future and were more often in positive connoted time attitude profiles • Negative profile was not identified among top-athletes Potential positive effect of sports activity for adolescents’ time attitudes and thus their personal development • Limitations of the study: • cross-sectional • sample sizes • sociodemographic factors of influence due to sample II (top-athletes) randomized sample; Propensity Score Matching
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Copenhagen, August 19th, 2016
â&#x20AC;&#x153;Time Attitudes Across Cultures: USA, Germany, and Japanâ&#x20AC;? Adolescent Time Attitudes and Competitive Sports in a German Sample
Contact: Svenja Konowalczyk svenja.konowalczyk@staff.uni-heidelberg.de
Adolescent Time Attitudes and Competitive Sports in a German Sample
3rd International Conference on Time Perspective
Diversity of futures â&#x20AC;&#x201C; future diversity: Imagining the Future in a New Country vs Living It: When Future Becomes Present and Past Prof. Dr. Elisabeth Schilling 19th August 2016 Celebrating Time: 3rd International Conference on Time Perspective København, Denmark
Research questions Development of future drafts in the course of social integration: similarities and differences between ‚new‘ migrants, ‚old‘ migrants and ‚autochthonous‘ population
Comparison of two studies (2003-05 Russian and German migrants and 2015-16 Syrian refugees in Germany and their gate-keepers with migration background)
2
Migrants‘ biographical dispositive: methodological framework Biographical future draft: • What is to happen? • When should it happen? • Which (side)effects should it have? Expression of the self-identity Often implicit
Source: Author’s compilation based on Bührmann (2012, p. 156). 3
Taxonomy of Future Concepts: Knowing, evaluating and creating future • Knowing • • •
Predictability of the future Ability to shape Strategies for shaping future
• Evaluating future • •
What is positive, what is negative? What is worth working on?
• Creating future •
Strategies for creating/ achieving a desirable future • Passivity and non-creating 05.09.06 4
4
Four cases 1.
Abdo, student, refugee from Syria in Germany
2.
Bettina, German lecturer in Russia, coordinator of an exchange program of DAAD (German academic exchange service)
3.
Elena, project manager, representative of the Russian regional chamber of commerce in Germany
4.
Svetlana, language teacher in German integration courses, migrant from Moldova
5
Abdo (21): Syrian refugee, 6 month in Germany Summary: Clear future vision: learning German, starting the studies of medicine, marriage, establishing his own practice Cognitions: Own need to know more „It is all structured in Germany. For example if I go to the job-centre the administrator explains me exactly what do I need and where and when I can get it. Everything is explained exactly. In Syria we do not wait, you just give money to somebody and it is done.“
Evaluating planning: Security is good, waiting is very frustrating; myth about rapid and timely West and slow Orient => sense of time structures „And future in Germany is waiting. You have to wait for everything, no matter what it is. For ages.“
Creating future: Dangerous escape way - identity giving (able, strong, mature), risking life as an investment into the future „I‘m sure, I can manage it, here in Germany it is easy-peasy, because everybody is equal. I only need to enter the University.“ 6
Bettina (32), lecturer, German origin, 2,5 years in Russia, ‘coming-back’ intention Summary No adjustment to the new culture of future planning, resistance. Structure and security through future creating. “You can foresee the future and avoid the unknown” Cognitions: Future planning as a tool of insecurity management “My Russian friends and colleagues persisted on no-planning. They said that their reality doesn’t allow them to plan like the Germans do. And this is what my Russia-experience has taught me. The more insecure the everyday situation, the more apparently chaotic the process, the more important it is for yourself to have your own plan according to which you can direct the things.” “It is a question, if you take the unknown future for really unknown. I think that you could foresee many things.”
Evaluating planning: Positive and emotional “Future is very important for me. Firstly I am very curious about what will happen. And I love dreaming, planning, thinking what I would like to do.”
Creating future: Adapting the surrounding to the own practices (powerful position) I always (...)made a structure for the next 3-4 weeks. And as in the beginning something changed, my program was ruined. And after some time it happened, 7 that I made my7 plan, and the others conformed to it.”
Elena (39), project manager, global player, Russian origin, since 8 years in Germany Summary A side observer. Future planning as a rescue and a ridiculous habit. No biographical planning as a reaction to manifold failed plans. “I am already accustomed. But I don’t like it.” Cognitions: Great differences between cultures, need to adapt “Once I talked to an old German lady. She was over 70. She said: “In four years there will be the football world cup [...]. I have to buy tickets.” And then she started to sort her priorities: “And this year I have to make a journey and…” And then she started to consider, what she needs and what she wants, it was self-evident for her. I was absolutely amazed. Even disregarding her age… We don’t plan so far, we have ‘will be... And how will be, what will be?’”
Evaluating Planning: Future planning is helpful but unpleasant “Planning helps me avoid time pressure. I can’t stand it, I go into hysterics, get nervous fits! It is awful! I am then in an awful stand.”
Creating future: Following the fate “I don’t plan further than 3 months. Maximum. Absolute maximum. Who knows, what will come then?!”
05.09.06
8
8
Svetlana (54): integration course teacher, over 20 years in Germany Born in Moldova, German teacher in an adult education center Summary: own biography – a story of impeded success, migrational background as a barrier for a successful career => expectation of impeded future Cognitions •
Biography (future/past) as an ethnical predestination
•
Hierarchie of origins
Evaluating planning • Own identity as a migrant: „I can only get a useless job“. • Scepticism towards the future plans of the newcomers •
Ambitious plans of newcomers as a threat for the own position
9
Svetlana (2) Creating future •
No teaching efforts, secondary activity as a wine trader
•
Discouraging counselling: „My students are older people, what do you want from them!“, „And I told her [younger student] that the study is very hard, unlikely... [that she could manage it] •
helping only those with a clear inferior position
•
Impeding ambitious plans of the newcomers
The impact on the life planning of the pupils •
Young, ambitious students get distance
•
Target group enthusiastic: „caring personality“, „pleasant atmosphere in the course“, „understanding person“. Perfect match
•
No language progress in the course, waiting for the the official age of retirement 10
Conclusions A map of diverse future concepts corresponding with a map of geographical origins? Problematic: within-diversity and dynamics induce a bricolage of time perspectives The own biographical story-telling and future draft depict the social position (status battles), socialization, personality, identity (comparison with others), and experiences (in the new enviroment) Can we promote integration by ‚teaching a future perspective‘? Yes, probably we could, but who are the teachers and what are their interests? Experiences of success and self-efficacy
11
12
INTEGRATION OF SELF OVER TIME
Tianna Loose
1990-2016
RULES:
1990 Get excellent grades
1993 Do extra circular activities
1995 Incarnate peace and love
The Eagle
The Condor
Goal #1: Up over time
Goal #2 : Get closer to truth
The blind men and the elephant
- No valence -
Unattractive but culturally valorized future
Suprise ! • When am I going to get my personnality back? • Why are you insisting on cooking my meals and washing my clothes ? Are you really calling this « nothing » and « normal » ? • Why are you all so attached to your childhood friends ? • You’re on strike, again ? How long is this going to take ? • Why don’t you spend more time working? • How come you all have so much vacation? I’m not just Tianna, I’m an Americain!
Can’t wait to increase my slope!
Goal: Become a clinical psychologist
RULES: 600 ď&#x192; 15 students Over 5 years (2,5%) 20 Point Scale 100%=impossible >85%=excellent and rare >80%=A or A+ 50%= ok
Running (5h/week) Coporate job (20h/week)
Hm why Hmmm why am am II not not happy ? happy?
Running (5h/week) Coporate job (15h/week)
hmmmm
Running (5h/week)
Internships
Ok, got it.
2011-2012
Goal #1: Up over time
How can I revise my model to increase my happiness while conserving my progress? Energy limited capacity : Time is invested Subjective amount of energy in objective time Intensity of stimulation Learning density - Defines slope « The marionette » : internal and external control Using culture to increase slope Valued life spheres Existential meaning of life Satisfactory levels Expectation of performance in sphere Dropping back, pulling foward Investing in one life sphere implies divestment from another Happiness : Progress and acceptance A Dialectic between diachronic and synchronic axes
My Americain Lesson…
What do you wish you had more time for ?
What would you do if you had an 8th day of the week?
ALLOCATE TIME ACCORDING TO PERSONAL VALUES. I « feel more » (culture) because it has the best adequation with my values.
Celebrating Time Temporalities as Behavioral Determinants
From balanced time perspective to balanced time use: Exploring the links between time perspective and well-being
Ilona Boniwell, Evgeny Osin
Time perspective and well-being • ZTPI scales show different relationships with well-being: – Strong for PN (-), PF (-) – Moderate for PH (+) – Weak for PP (+), FU (+)
Balanced TP
• Different potential mechanisms? – PN = rumination, PP = positive reminiscence – PH = savouring, PF = helplessness – Future = good / optimal time use?
What is ‘good’ time use? Is it… • …using time for activities that make us feel good / are good for us in the long term? • …harmony between our present activities and our overall life goals? • …a balance / variety of activities in life? • …having enough time for the important things we want to accomplish? • …efficient time use = not wasting time (does it mean we must manage our time?)
Preliminary Study (Boniwell, 2006) • Qualitative interviews with 21 participants satisfied or dissatisfied with their time use • Professionals from the UK, 9 women, 12 men, aged 26 to 60 (M=42.3) • Sample questions: – “How do you feel about your use of time?” – “What makes you really satisfied with the way you spend your time (on any particular day)?” – “How do you know that you are spending your time well?”
• Interpretative Phenomenological Analysis (IPA)
Preliminary Study Results CATEGORY
SUPER-ORDINATE THEMES
MOTIVATION
Liking what one does (54) Life goals and worthwhile activities (52)
ORGANISATION
Balance and variety of activities (150) Prioritisation and acceptance of limits (83) Time management mechanics (49)
EXECUTION
Achievement vs. wasting time (109) Discipline and adaptability (111) Taking responsibility and feeling in control (99)
EVALUATION
Reflection, evaluation (42) Time anxiety and perspectives on time (65)
Study 1 • Aim:
– initial validation of the Balanced Time Use Inventory.
• Sample: students (N=173), 35% male 65% female, aged 23 to 85 (M=42.37, SD=12.37), by mail. • Instruments:
– Balanced Time Use Inventory: 68 items generated based on qualitative interview findings (themes & formulations) – Satisfaction with Life Scale (Diener et al., 1984) – Positive and Negative Affect Schedule (Watson, Clark, Tellegen, 1988) – Sense of Coherence Scale (Antonovsky, 1987), 13-item version – Time use satisfaction: “Overall, I am satisfied with the way I use my time” (5-point scale)
Item selection • Exploratory factor analyses selecting out 25 items with low communalities, resulting in 43 items • Using exploratory factor analyses and ESEM we established a 4-factor structure and chose 22 items with highest factor loadings and most clear and unambiguous meaning X2 (df), p ESEM, 43 items 1235.97 (737), p<.001 ESEM, 22 items 224.33 (149), p<.001 CFA, initial model 306.22 (203), p<.001 CFA, modified model 255.84 (201), p=.005 CFA, hierarchical model 275.80 (203), p<.001
CFI .819 .931 .907 .951 .935
RMSEA (90% CI) SRMR .063 (.056-.069) .050 .054 (.039-.068) .037 .054 (.041-.066) .064 .040 (.023-.054) .060 .046 (.031-.059) .069
• CFA showed acceptable fit, 2 error covariances good fit • Single second-order factor
Balanced Time Use Inventory • Self-Congruent Time Use (7 items, α = .81) – “I like what I do” – “I feel I am making progress” – “I often feel that what I do is meaningless” (-)
• Balance of Activities (6 items, α = .86) – “I feel I have a balance of activities in my life” – “I am comfortable with the work-life boundaries in my life” – “I never have time for myself” (-)
Balanced Time Use Inventory • Control over Time (6 items, α = .78) – “I feel time is slipping away through my fingers” (-) – “I am often anxious about time” (-) – “I usually feel in control of my time”
• Efficient Time Use (3 items, α = .69) – “I waste a lot of time” (-) – “Days often go by without me having done a thing” (-) – “I rarely procrastinate”
Balanced Time Use and Well-Being (N=173)
Self-Con
Balance
Control
Self-congruent TU Balance of activities
.45***
Control over Time
.36***
.51***
Efficient Time Use
.29***
.12
.36***
Efficient
BTUI
Balanced Time Use and Well-Being (N=173)
Self-Con
Balance
Control
Efficient
BTUI
Self-congruent TU Balance of activities
.45***
Control over Time
.36***
.51***
Efficient Time Use
.29***
.12
.36***
Satisfact. with Life
.59***
.44***
.42***
.26**
.61***
Positive Affect
.50***
.30***
.25**
.26**
.46***
Negative Affect
-.36***
-.33***
-.45***
-.23**
-.49***
Sense Of Coherence
.66***
.44***
.47***
.36***
.68***
Time Use Satisfact.
.39***
.43***
.48***
.39***
.58***
Balanced Time Use and Well-Being DV β Self-congruence β Balance β Control β Efficiency R2 adjusted
SWLS .46*** .15* .16** .06 .42***
PA .42*** .09 .00 .12 .27***
NA -.19* -.08 -.33*** -.05 .25***
SWB .51*** .15* .22** .09 .56***
SOC .50*** .11 .19** .13* .51***
SWTU .15 .23** .26** .24** .40***
Balanced Time Use Inventory scales share 2550% variance with subjective well-being measures and sense of coherence measures
Study 2 • Aims: – Improve the Efficient Time Use scale and crossvalidate the BTUI – Explore links between time perspective, time management, balanced time use, and well-being: • Does balanced time use mediate the links from balanced time perspective and well-being? • Can this association be explained by time management behaviors? • Are the effects of time management on balanced time use and well-being dependent on individual TP profile?
Study 2 • Sample:
– Students and professionals (N=297), 43% male 57% female, aged 17 to 68 (M=39.5), online completion for feedback
• Instruments:
– Balanced Time Use Inventory (22 + 3 = 25 items) – Time Perspective • Zimbardo Time Perspective Inventory (ZTPI) • Temporal Depth Index (Bluedorn)
– Time Management
• Time Management Behavior Scale (TMBS) – Mechanics – Scheduling – Planning – Preference for Organization
• Time Structure Questionnaire – Persistence – Structured Routine
– Well-being
• Satisfaction with Life Scale • Positive and Negative Affect Schedule
Balanced Time Use Inventory
X2 (df) ESEM, 25 items 316.50 (206) CFA, initial 464.70 (269) CFA, modified 398.59 (267) CFA, hierarchical 445.56 (269)
CFI .956 .924 .949 .931
RMSEA (90% CI) SRMR .042 (.033-.052) .031 .049 (.042-.057) .057 .041 (.032-.049) .052 .047 (.039-.055) .065
Balanced Time Use Inventory BTUI Scale N items Self-congruent 7 Balance 6 Control 6 Efficiency 6 BTUI Overall 25
α .83 .80 .80 .84 .91
BALA .46*** --
CONT .49*** .56*** --
EFFI .51*** .18** .56*** --
Balanced Time Use and Time Perspective PN PH FU PP PF DBTP
SCON BALA -.57*** -.38*** .07 .19** .35*** -.01 .13* .09 -.40*** -.18** -.47*** -.30***
TD Future TD Past
.21*** .13*
.05 .13*
CONT -.49*** .05 .18** .07 -.29*** -.32***
EFFI -.38*** -.09 .52*** .07 -.29*** -.33***
BTUI -.59*** .07 .35*** .11* -.38*** -.46***
.07 .04
.10 .05
.14* .11
Balanced Time Use, Well-Being and Time Management Behaviors SWLS PA NA
SCON BALA .55*** .42*** .60*** .37*** -.33*** -.28***
CONT .36*** .40*** -.46***
EFFI .29*** .36*** -.24***
BTUI .52*** .56*** -.42***
Mechanics Planning Pref. Org. Persist. Routine
.36*** .37*** .34*** .37*** .28***
.13* .28*** .36*** .47*** .23***
.38*** .50*** .49*** .61*** .42***
.33*** .45*** .45*** .52*** .37***
.12* .21*** .15** .11 .19**
From time perspective to well-being
N=297, X2=25.29, df=17, p=.09; CFI=.989, RMSEA=.041 (.000-.072), SRMR=.026
Future perspective and well-being
Indirect: FU SWLS: β = .084***, FU PA: β = .146***, FU NA: β = -.072**
The effects of future time perspective on well-being are fully mediated by time management behaviors and balanced time use.
Future perspective and well-being
N=297, X2=11.36, df=7, p=.12; CFI=.987, RMSEA=.046 (.000-.093), SRMR=.035 Indirect effects:
TDX SWLS: β = .031, p = .053, TDX PA: β = .033, p = .047, TDX NA: β = -.026, p = .051
The effects of future time perspective on well-being are fully mediated by time management behaviors and balanced time use.
Do these links hold equally for different TP profiles?
Time Perspective Clusters 1.2 1 0.8 0.6 0.4 0.2 0 -0.2 -0.4 -0.6 -0.8 -1
PN
PH
FU
PP
PF
Future-oriented (N=81), DBTP=.11 Negative (N=80), DBTP=1.00 Balanced (N=76), DBTP=–.99 Present-oriented (N=60), DBTP=.34
• Ward’s method, Sq. Euclidean metric on z-standardized ZTPI scales • “Balanced” group is lowest on PH = the effect of entrepreneurs?
TP Clusters, Well-being and Time Management 0.6 0.4 0.2 0 -0.2 -0.4 -0.6 -0.8
SWLS
PA
NA
TM
Future-oriented (N=81), DBTP=.11 Negative (N=80), DBTP=1.00 Balanced (N=76), DBTP=â&#x20AC;&#x201C;.99 Present-oriented (N=60), DBTP=.34
TP Clusters and Balanced Time Use 0.6 0.4 0.2 0 -0.2 -0.4 -0.6 -0.8
Self-conco
Balance
Control
Efficiency
Future-oriented (N=81), BTUI=.22 Negative (N=80), BTUI=-.83 Balanced (N=76), BTUI=.38 Present-oriented (N=60), BTUI=.32
-1 -1.2 Bonferroni post-hoc: non-significant differences between the 3 positive groups on BTUI Present-oriented are lower on Efficiency, compared to Future and Balanced
TM x TP = Balanced Time Use? â&#x20AC;˘ We did not find a significant interaction at cluster levelâ&#x20AC;Ś
TM x TP = Balanced Time Use? • At the variable level only the Future scale of the ZTPI showed interaction effects with TM scales in predicting BTUI scores DV Moderator R2 Total adj. Step 1, ΔR2 Step 2, ΔR2 Step 3, ΔR2 PN PH FU PP PF TM FU x TM
BTU_SUM TM_MECH .46*** .46*** .01* .01* -.51*** .18*** .25*** .01 -.09 .12* .11*
BTU_SUM TM_PLAN .50*** .46*** .05*** .01 -.50*** .15** .10 -.02 -.10* .31*** .05
BTU_SUM TM_PORG .49*** .46*** .03*** .02** -.47*** .22*** .22*** .00 -.08 .22*** .12**
BTU_SUM TM_ROUT .49*** .46*** .04*** .01 -.51*** .16*** .16*** .00 -.12* .25*** .08
Is balanced time use related to well-being for all TP profiles? Lower for present-oriented:
Conclusions • We propose Balanced Time Use as a new multidimensional construct operationalizing the concept of ‘good’, satisfying time use • Time Management and Balanced Time Use fully mediate the effects of Future TP on well-being • Time Management is particularly helpful to people with future orientation • The predictors and outcomes of Balanced Time Use may differ for different TP profiles
Thank you!
Wise Man Studying Time, by Leonardo da Vinci
The Present is not a Foe of the Future Anymore: New Evidence for the Validity of the Present Eudaimonic Scale Jonte Vowinckel Holli-Anne Passmore Colin Capaldi
What is the present ? â&#x20AC;&#x2DC;The present alone is true and actual; it is the only time which possesses full reality, and our existence lies in it exclusivelyâ&#x20AC;&#x2122; (Schopenhauer, A. 1890/1999)
The phenomenal present
very near past
James, 1890 Husserl, 1908
The â&#x20AC;&#x2DC;realâ&#x20AC;&#x2122; present
very near future
past
present
future
past Self-esteem Well-being Emotional stability (Neuroticism)
ď Ž
present Extraversion Creativity Sociability Openness to experience
ď Ž
future Health behaviors Achievement Conscientiousness Environmental behaviors
past
present
future
past
present
future
past
present
future
â&#x20AC;&#x2DC;The present also contains the reconstruction of time that has passed and the construction of virtual time that will soon be present.â&#x20AC;&#x2122; (Zimbardo and Boyd, 2008, p.111)
past
present
future
Psychological wellbeing â&#x20AC;&#x2DC; whether you look for happiness in the past, the present or the future, you experience happiness only in the present. A happy event may have occurred in the past, but you call it to mind in the present. [...] Thoughts of the past and the future can bring you happiness, but they do so by bringing happiness into the present state of mindâ&#x20AC;&#x2DC;. (Zimbardo and Boyd, 2008, pp. 253-254)
Blind hedonism
past
ď Ž
present
ď Ž
future
Healthy present orientation ď&#x201A;§ Being mindfully aware of our sensations, feelings, thoughts and actions AND how we construe past and future AND how these construals influence our present mental states and behaviors. ď&#x201A;§ Being flow-prone. Being actively engaged and interconnected with the surroundings.
Past and Future Mindfulness ‘If we’re well established in the present moment, we can bring the past back to the present moment and have a deep look. You can very well examine the past and the future while you are established in the present moment. In fact you can learn from the past and plan for the future in the best way if you are grounded in the present moment.’ (Nhat Hanh, T.,2012.)
Holistic Present â&#x20AC;˘ â&#x20AC;&#x2DC;With this [holistic present] perspective, the past, the present, the future, the physical, the mental, and the spiritual elements in life are not separate but closely interconnected within you.â&#x20AC;&#x2122; (Zimbardo and Boyd, 2008,p.110)
Eudaimonic Present â&#x20AC;˘ An engaged Relationship with the Present moment â&#x20AC;˘ Conceptually based on: - Mindfulness - Flow-Proneness (Vowinckel, Westerhof, Bohlmeijer, & Webster, 2015) -Should not be negatively related to hedonia/enjoyment -Should not be negatively related to Consideration of future consequences
Eudaimonic Present Scale -I feel a certain peace and harmony when I stay focused on the flow of the present -I feel connected to myself when I stay in the moment -To be absorbed in the present makes me feel vital -I get a sense of meaning or purpose when I just stay in the moment -Concentrating on what is happening to me as it happens, inspires me -Being in the present helps me appreciate what I have -Concentrating on what is happening to me, as it happens, sharpens my senses -I feel connected to my environment when I just stay in the moment -I feel revitalized after staying focused on the present -Things come into focus for me when I stay in the now
Wellbeing frameworks Hedonia – Life satisfaction – Presence of positive affect
Wellbeing frameworks • Hedonia
– Life satisfaction – Presence of positive affect
• Eudaimonia – – – – – –
Autonomy Personal growth Self-acceptance Purpose in life Environmental mastery Relatedness
A mindful and flow-prone present perspective (PE) • Enables us to understand our relations to past and future (mindfulness) => helps realizing changes we want to make in these relations • Enables us to construe past and future in a way they are meaningful to us (mindfulness) • Fosters a sense of interconnectedness with the world (Flow) • Increased awareness (mindfulness) of joyful activities (flow) fosters hedonic wellbeing without compromising the pursue of future goals (future mindfulness)
Hypotheses â&#x20AC;˘ Eudaimonic present perspective (PE) is positively, or at least not negatively, related to consideration of future consequences â&#x20AC;˘ PE is more strongly related to wellbeing measures than Present Hedonistic (PH)
Participants and Measures Participants: 390 Canadian undergrad students (mean age: 20.12, SD = 3.55; 81.17% female) completed online questionnaires. Measures – Modified Balanced Time Perspective Scale (Vowinckel, Westerhof, Bohlmeijer, & Webster, 2015)
– Present Hedonistic scale (Zimbardo & Boyd, 1999) – Consideration of Future Consequences - 14 scale (Joireman, Balliet, Sprott, Spangenberg, & Schultz, 2008)
Additional Measures Mental Health Continuum – Short form (Lamers et al., 2011)
Presence of Meaning in Life scale (Steger, Frazier, Oishi, & Kaler, 2006)
Connectedness to Nature Scale (Mayer & Frantz, 2004) Engagement with Beauty Scale (Diessner, 2008) Death Attitudes Profile – Revised (Wong, Reker, & Gesser, 1994)
Results
Correlations Present Eudaimonic CFC - Immediate CFC - Future CFC - Total Mental health Meaning in life Nature connectedness Engagement with Natureâ&#x20AC;&#x2122;s beauty
Death anxiety Neutral death acceptance Death avoidance Escape acceptance N=390. *** p < .001; ** p < .01; * p < .05
Present Hedonistic
Correlations Present Eudaimonic CFC - Immediate CFC - Future CFC - Total Mental health Meaning in life Nature connectedness Engagement with Natureâ&#x20AC;&#x2122;s beauty
Death anxiety Neutral death acceptance Death avoidance Escape acceptance N=390. *** p < .001; ** p < .01; * p < .05
Present Hedonistic .40***
Correlations CFC - Immediate
Present Eudaimonic
Present Hedonistic
-.02
.40***
CFC - Future CFC - Total Mental health Meaning in life Nature connectedness Engagement with Natureâ&#x20AC;&#x2122;s beauty
Death anxiety Neutral death acceptance Death avoidance Escape acceptance N=390. *** p < .001; ** p < .01; * p < .05
Correlations CFC - Immediate
Present Eudaimonic
Present Hedonistic
-.02
.40***
CFC - Future CFC - Total Mental health Meaning in life Nature connectedness Engagement with Natureâ&#x20AC;&#x2122;s beauty
Death anxiety Neutral death acceptance Death avoidance Escape acceptance N=390. *** p < .001; ** p < .01; * p < .05
-.14**
Correlations Present Eudaimonic
Present Hedonistic
CFC - Immediate
-.02
.40***
CFC - Future
.22***
-.14**
CFC - Total Mental health Meaning in life Nature connectedness Engagement with Natureâ&#x20AC;&#x2122;s beauty
Death anxiety Neutral death acceptance Death avoidance Escape acceptance N=390. *** p < .001; ** p < .01; * p < .05
Correlations Present Eudaimonic
Present Hedonistic
CFC - Immediate
-.02
.40***
CFC - Future
.22***
-.14**
CFC - Total
.11*
-.33***
Mental health Meaning in life Nature connectedness Engagement with Natureâ&#x20AC;&#x2122;s beauty
Death anxiety Neutral death acceptance Death avoidance Escape acceptance N=390. *** p < .001; ** p < .01; * p < .05
Correlations Present Eudaimonic
Present Hedonistic
CFC - Immediate
-.02
.40***
CFC - Future
.22***
-.14**
CFC - Total
.11*
-.33***
Mental health
.45***
.23***
Meaning in life
.42***
.06
Nature connectedness
.42***
.31***
Engagement with Natureâ&#x20AC;&#x2122;s beauty
.35***
.27***
Death anxiety
-.04
-.01
Neutral death acceptance
.16**
.11*
Death avoidance
-.06
.00
Escape acceptance
-.19***
-.04
N=390. *** p < .001; ** p < .01; * p < .05
Correlations Present Eudaimonic
Present Hedonistic
mBTPS - Future
.34***
.13*
mBTPS - Past
.53***
.22***
Present Eudaimonic N=390. *** p < .001; * p < .05
.37***
Regression analysis Predictors: Present Eudaimonic (PE) and Present Hedonistic (PH) Dependent Variable: Consideration of Future Consequences total score (F[2, 389] = 22.543, p < 0.001, R2 = .17; PE: β = .26; PH: β = -.42)
Conclusions â&#x20AC;˘ Whether the association between present and future perspective is positive or negative depends on the specific kind of present orientation â&#x20AC;˘ Present orientation per se is not a foe of the future anymore
Thank you!
Future Time Perspective as a Motivator: Meta-analyses in the Domains of Education, Work and Health Lucija Andre, Annelies van Vianen, Thea Peetsma, & Frans Oort
“Planning for breakfast” experiment (Raby et al., Nature, 445, 919–921).
Planning for breakfast
2
Education Learning attitudes Academic engagement School achievement
Health
Work Career decision making and planning Career-choice satisfaction Vocational maturity
Addictive attitudes and behaviors Physical exercise Healthy eating habits
FTP as a motivator
3
No cumulative evidence to what extent are peopleâ&#x20AC;&#x2122;s present motivation, intentions, and behaviors affected by their thinking about the future.
FTP as a motivator
4
What complicates FTP?
ď ą
Researched in the separate domains of education, work, and health with different measures.
ď ą
Magnitude of the relationship between FTP and outcomes varies within each life domain (e.g., Andretta, Worrell, & Mello, 2014; Gulley, 2012; Shipp, Edwards, & Lambert, 2009).
FTP as a motivator
5
Possible reasons for variations:
(I) FTP measure
single FTP component or mixture of components
domain specific or general measures
Moderators
6
(II) Culture Individual’s FTP depends on cultural identity (e.g., Morselli, 2013; Shirai & Beresneviciene, 2005). Strong associations between FTP and Hofstede et al’s. (2010) cultural dimensions of uncertainty-avoidance and indulgence/restraint (Sircova et al., 2014).
(III) Study and sample characteristics (e.g., gender, age are relevant for FTP; Greene & DeBacker, 2004; McInerney, 2004).
(IV) Type of outcome
(attitudes, behavioral intentions, and
behaviors). Stronger relationships FTP and physical activity attitudes and intentions than for FTP and participation to exercise (Gulley, 2012). Moderators
7
Study goals 1. Explore the relationships between FTP and outcomes in the education, work, and health domains. 2. Examine whether or not FTP effect sizes depend on the type and focus of the FTP measure. 3. Test for the moderating effects of cultural context and sample characteristics. 4. Examine relationships between FTP and various outcome types. Study goals
8
Method 1984 - 2014
PsycINFO, MEDLINE, ERIC, Business Source Premier, Web of Science, CINAHL, and SPORTDiscus
future time perspective, future time orientation, future consequence, motivation, learning, achievement, work, career, future planning, health behavior, health attitudes
unpublished reports, conference abstracts, International Time Perspective Network group, Time-Research listserv
Method
9
Inclusion and Exclusion Criteria 1. Study in line with our FTP definition: â&#x20AC;&#x153;FTP includes personal cognitions, feelings, and behavioral intentions and/or behaviors with respect to the future.â&#x20AC;? 2. FTP measured with a self-report (e.g., excluded possible selves construct). 3. FTP related to outcomes in education, work, and health (e.g., excluded meaning of life, game playing). 4. Empirical field studies (e.g., excluded qualitative reviews and conceptual articles). 5. General, nonclinical sample (e.g., excluded adjudicated adolescents). Inclusion and exclusion criteria
10
Study selection Duplicates 652
Read 301
Selected 77
28 education 17 work 32 health N = 31,558; Mage = 22.33 46.16% males
Scanned 6.482
Method
11
FTP Constructs: A Conceptual Model Outcomes per life domain
Education
Cognition
Cognition and behavioral intention
Specific Work
Cognition and affect
Mixture of cognition, behavioral intention, and affect
FTP construct types
General
Health Future focus
Future time perspective A conceptual model
12
FTP Coding FTP construct type
Cognition
Description
Future ideas and expectations about the future.
Item example
“I think about what my future has in store.”
Cognition and affect
Affective tone of future cognitions (hope, worry, fear).
“When I think about the future I feel happy.”
Cognition and behavioral intention
Future goals and ways to accomplish them (planning, setting, and self-control as delay of gratification).
“I consider how things might be in the future, and try to influence those things with my day to day behavior.”
Mixture of cognition, behavioral intention and affect
Combination of cognition, affect and intentions to the future.
“I like to think of the way I will be able to develop my possibilities (capacities/talents) after school.” FTP coding
13
Outcome type: Theory of planned behavior (Ajzen, 1988) Life domain
Outcome type
Example dependent variable
Education
Attitude toward behavior Behavioral intention Perceived behavioral control Unverifiable behavior Verifiable behavior
Attitude toward schooling Learning strategy Delay of gratification Preparation for assessment Grade point average
Work
Attitude toward behavior Behavioral intention Perceived behavioral control Unverifiable behavior Verifiable behavior
Career choice satisfaction Planned effort Capability beliefs Career exploration Weekly working hours
Health
Attitude toward behavior Behavioral intention Perceived behavioral control Unverifiable behavior Verifiable behavior
Physical activity attitude Intention to use a condom Self-efficacy-diet Physical activity (daily exercise) Body mass index
Outcome type coding
14
Cohenâ&#x20AC;&#x2122;s kappa > .97
Coding
15
How strong are the FTP effects across the education, work, and health domains?
Results
16
Education Effect size and 95% interval
Test of null (2-Tail)
Heterogeneity
Model
k
r
LL
UL
Z
p
Q
df (Q)
p
I2
Fixed
28
.24
.22
.26
23.83
.00***
128.65
27.00
.00***
79.01
Random effects
28
.24
.20
.28
10.51
.00***
Work Effect size and 95% interval
Test of null (2-Tail)
Heterogeneity
Model
k
r
LL
UL
Z
p
Q
Fixed
17
.24
.22
.26
22.12
.00***
136.49
Random effects
17
.24
.17
.31
6.82
.00***
df (Q) 16.00
p
I2
.00***
88.28
Health
Model
k
Effect size and 95% interval r LL
Test of null (2-Tail) UL
Z
Heterogeneity p
Q 99.07
Fixed
32
.20
.18
.22
24.57
.00***
Random effects
32
.21
.18
.24
12.74
.00*** Results
df (Q) 31.00
p
I2
.00***
68.71
17
Do the strengths of the relationships between FTP and outcomes depend on the FTP type of measure and focus?
Results
18
FTP construct type Life domain Education
Work
Health
Results
Strongest effects
Q(3) = 27.32, p < .001 (fixed effect). Q(3) = 6.93, p = .07 (random effect).
FTP mixture of cognition, behavioral intention, and affect (r = .28). FTP cognition and behavioral intention (r = .23).
Q(2) = 8.39, p < .05 (random effect).
Q(1) = 8.83, p < .01 (fixed effect).
FTP mixture of cognition, behavioral intention, and affect (r = .34).
FTP mixture of cognition, behavioral intention, and affect (r =.23).
Results
19
FTP focus Life domain
Education
Work
Health
Results Specific focus related more strongly to educational outcomes (r = .28) than general focus (r = .22).
Only one study included specific FTP measure.
Not a significant moderator.
Results
20
Are the FTP effects generalizable across cultures?
Results
21
Uncertainty-avoidance
+
educational outcomes
FTP United Kingdom United States Netherlands Japan Italy Ireland Denmark China Belgium Australia
0
50
100 Results
22
Additional sample moderators Age ď&#x201A;§ The older the sample of participants were, the weaker the relationships between FTP and work outcomes.
Results
23
Does the strength of the relationship between FTP and outcomes vary among types of outcomes?
Results
24
FTP and outcome types relationships Significant differences based on the outcome types across life domains. Stronger relationships for FTP and attitudes toward behavior and behavioral intention than with verifiable behaviors (e.g., FTP and educational attitudes towards behavior (r = .29); FTP and verifiable behaviors (r = .16)). FTP and unverifiable behaviors had the strongest effect across the life domains (education; r = .33; work; r = .40; health; r = .21).
Results
Discussion
present motivation, intentions, and behaviors in education, work, health
Discussion
26
FTP measure as moderator Findings
Explanations
Stronger effects for FTP construct involving cognition, affect, behavior.
Affect and behavioral intention play a pivotal role in goaldirected behavior (e.g., Nurmi, 1989; Peetsma et al., 2012; Seginer, 2009).
Educational future promotes educational-related outcomes.
Principle of compatibility (Ajzen, 1988; Ajzen & Fishbein, 1977).
Discussion
27
Culture as a moderator
Finding ď&#x201A;§ High uncertainty-avoidance cultures displayed a stronger association between FTP and educational outcomes.
Explanation ď&#x201A;§ Need for a definitive prognosis and outcome expectations (Hofstede et al., 2010).
Discussion
28
Other contextual factors Finding ď&#x201A;§ Future thinking was less motivating for work-related attitudes and behaviors as people age.
Explanation ď&#x201A;§ Socioemotional selectivity theory (Carstensen, 1995).
Discussion
29
FTP and different outcome types
Finding ď&#x201A;§ FTP is more strongly related to educational, work, and health attitudes and to educational and health behavioral intention than to (verifiable) behaviors.
Explanation ď&#x201A;§ Common method variance (Podsakoff et al., 2003).
Discussion
30
Future directions Methodological
FTP measure
FTP and contextual factors Determinants and moderators of FTPâ&#x20AC;&#x201C; outcome relationships
more longitudinal and intervention studies, control for age, gender
(a) incorporate measures that relate to cognition, affect, and behavioral intention, (b) include domain-specific items, (c) combine self-reports with objective outcome measures
include samples from other regions (e.g., Asia, Eastern Europe)
explore possible antecedents and moderators
Future directions
31
Take home message Individualsâ&#x20AC;&#x2122; motivation to succeed in central life domains should be built on a future that is created in their minds, hearts, and intentions.
Thank you for attention! Take home message
32
ADHD and Time Perspective: Therapeutic and Diagnostic Potential
Simon Weissenberger
Intro
Who am I?
My research and project – ADHD Lifestyles
ZTPI
Future Projects relating to time perception and ADHD
ADHD
ADHD widespread neurodevelopmental disorder with very noted behavioral symptoms “Almost one in five teenage boys and 11% of all school aged children have been diagnosed with ADHD in the United States” (Schwartz and Cohen, 2013) Adult ADHD is a newly classified disorder since the release of DSM-V (APA, 2013).
ADHD
ADHD is divided into “predominantely inattentive” “hyperactive impulsive” and “combined” The subtypes generally have a very different clinical picture. Examples of comorbidities in the various presentations
Time perspective
Alternative treatments – new frontiers
ZTPI Study
Brief review of ZTPI Focus on “ADHD Hyperactive Impulsive” subtype Hypothesis article and testing out the hypothesis through a study
The facts
Future implications and goals
References American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5ÂŽ). American Psychiatric Association Publishing. Schwartz, A. & Cohen, S., (2013). ADHD seen in 11% of U.S. children as diagnoses rise. New York Times, March 31,http://www.medscape.com/viewarticle/782295ht tp://www.medscape.com/viewarticle/782295http://www.medscape.com/viewarticle/782295
OBAKU PRIZE
Partners
OTHERNESS.ORG 4
LISA GRÜNWALDT GRAPHIC DESIGN
5
ORG TEAM
So, don't forget the bigger picture: