Students' conceptions of their academic futures, such as completing secondary school, have been found to play a significant role in their current behavior. Indeed, research regarding future time perspectives (FTP) indicates that students with extended FTPs are likely to be more engaged and less disengaged over time. Extended FTPs comprise two critical motivating elements: the cognitive (i.e., importance value) and the dynamic (i.e., school completion aspirations). Although these elements are hypothetically reciprocally related and without temporal limitation to their motivational effects, these claims have largely gone untested. These claims were examined via longitudinal structural equation modelling with cross-lagged panel analysis and invariance testing in a sample of 1327 Australian secondary school students. Findings indicated that importance value is directionally salient over school completion aspirations (such that it may precede school completion aspirations), both are associated with higher engagement and lower disengagement over time, and evidence of temporal limitations on the motivational benefits of the elements of extended FTPs was not found. School-based interventions that focus on improving importance value and school completion aspirations are discussed.

中文翻译：

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中学生未来的学业参与和脱离接触的时间透视：一项纵向调查。

已经发现，学生关于其学业前途的构想，例如完成中学课程，在他们目前的行为中起着重要作用。的确，有关未来时间观点（FTP）的研究表明，随着时间的推移，扩展FTP的学生可能会更加投入和减少参与。扩展的FTP包含两个关键的激励因素：认知（即重要性值）和动态（即入学愿望）。尽管这些元素在假设上是相互关联的，并且对它们的激励作用没有时间上的限制，但这些主张在很大程度上尚未得到检验。通过纵向结构方程模型，交叉滞后的面板分析和不变性检验，对1327名澳大利亚中学生的样本进行了检验。研究结果表明，重要性值在完成学业愿望方面具有显着的方向性（因此它可能在完成学业愿望之前），并且随着时间的推移，参与度越高，参与度越低，并且扩展FTPs的要素在动机上的好处受到时间限制的证据。没有找到。讨论了以学校为重点的干预措施，重点在于提高重要性价值和完成学业的愿望。