The influence of study interests on school achievement: The role of future time perspective and positive affect

被引：0

作者：

Vecchio, Giovanni Maria ^{[1
]}

Lonigro, Antonia ^{[2
]}

Laghi, Fiorenzo ^{[3
]}

Barcaccia, Barbara ^{[1
,4
]}

Pallini, Susanna ^{[1
]}

机构：

[1] Roma Tre Univ, Dept Educ, Rome, Italy

[2] European Univ, Dept Human Sci, Rome, Italy

[3] Sapienza Univ Rome, Dept Social & Dev Psychol, Rome, Italy

[4] Univ Rome Tre, Dept Educ, Via Castro Pretorio 20, I-00185 Rome, Italy

来源：

INTERNATIONAL JOURNAL OF SCHOOL & EDUCATIONAL PSYCHOLOGY | 2021年 / 9卷

关键词：

Study interests; school achievement; positive affect; attentiveness; future time perspective; SOCIAL-JUSTICE; PSYCHOLOGY; CHILDREN; EDUCATORS; STUDENTS; RACE;

D O I：

10.1080/21683603.2020.1721386

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study was designed to test the impact of study interests on achievement, considering the mediating role of future time perspective and basic positive affect (attentiveness, joviality and self-assurance). A total of 675 Italian students attending 10th and 11th grade of high school (F = 342, 50.7%) were involved in the current study. Students' ages ranged from 16 to 19 years (Mage = 17.44 years; SD = .84 years). Study interests and scores were self-reported by students; furthermore, they completed the Italian version of the Zimbardo Time Perspective Inventory and Positive and Negative Affect Schedule - Expanded Form. To test mediational effects, we used a multiple mediator model. Results showed that future time perspective and attentiveness partially mediated the relation between school interests and achievement. Practical tips on intervention programs to counteract school failure are provided.

引用

页码：S47 / S57

页数：11

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