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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中学生学业参与和脱离的未来时间视角：纵向调查。

已经发现学生对他们的学术未来的概念，例如完成中学，在他们目前的行为中起着重要作用。事实上，关于未来时间展望 (FTP) 的研究表明，随着时间的推移，具有扩展 FTP 的学生可能会更加投入，而更少投入。扩展的 FTP 包括两个关键的激励因素：认知（即重要性价值）和动态（即完成学业的愿望）。尽管这些要素在假设上是相互关联的，并且对它们的激励效果没有时间限制，但这些主张在很大程度上未经检验。这些声明是通过纵向结构方程模型、交叉滞后面板分析和不变性测试在 1327 名澳大利亚中学生的样本中进行检查的。调查结果表明，重要性价值在方向上比完成学业的愿望更显着（因此它可能先于完成学业的愿望），两者都与随着时间的推移更高的参与度和更低的脱离相关，以及扩展 FTPs 元素的动机益处的​​时间限制的证据没有找到。讨论了侧重于提高重要性价值和学校完成愿望的基于学校的干预措施。