The Adolescent and Adult Time Inventory–Time Attitude Scales (AATI-TA) were used to examine the association between time attitudes and self-reported academic and social–emotional outcomes in 967 academically talented adolescents (M age = 14.27, SD = 1.42) attending a summer educational program. The AATI-TA consists of six subscales assessing positive and negative attitudes toward the past, present, and future. Bivariate associations between AATI-TA subscales scores and outcomes were small. Cluster analyses of AATI-TA scores yielded several profiles, labeled Pessimists, Negatives, Ambivalents, and Positives. Students with Positive and Ambivalent profiles reported greater course enjoyment, higher perceived academic rank, and higher expected summer GPA than their peers with the Negative profile, even though the groups did not differ on how challenging they perceived the courses to be, time spent on homework, and studying. In keeping with previous research using the AATI-TA, Positives reported the most favorable outcomes, Negatives the least, and Ambivalent and Pessimistic adolescents fell between these two groups. Future research on time attitudes should include measures of actual academic performance.

青少年和成人时间清单 - 时间态度量表 (AATI-TA) 用于检查 967 名有学业天赋的青少年 ( M年龄 = 14.27, SD) 的时间态度与自我报告的学业和社会情绪结果之间的关联= 1.42) 参加暑期教育计划。AATI-TA 由六个分量表组成，用于评估对过去、现在和未来的积极和消极态度。AATI-TA 分量表得分和结果之间的双变量关联很小。AATI-TA 分数的聚类分析产生了几个配置文件，标记为悲观者、消极者、矛盾者和积极者。与负面档案的同龄人相比，具有正面和矛盾档案的学生报告更喜欢课程、更高的学术排名和更高的预期暑期 GPA，尽管两组在他们认为课程的挑战性、花在家庭作业上的时间上没有差异，和学习。与之前使用 AATI-TA 的研究一致，正面报告最有利的结果，负面报告最少，矛盾和悲观的青少年介于这两个群体之间。未来对时间态度的研究应该包括对实际学习成绩的衡量。