Educating students about time perspective and its effect on subjective well-being

Kuan, Tat-Yeung James; Zhang, Li-fang

doi:10.1080/01443410.2022.2060496

Cited by 10 publications

(13 citation statements)

References 34 publications

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“…The internal scale reliability coefficients at T1 were very good (0.89 for both positive and negative affect) (Hair et al, 2010), consistent with findings in past studies (Boniwell et al, 2010; Sailer et al, 2014). The back‐translated PANAS was recently validated in a Hong Kong Chinese adolescent sample (Kuan & Zhang, 2022b).…”

Section: Methodsmentioning

confidence: 99%

“…A nine‐item version of the TSWLS was used in the present study, with items 1 and 5 removed in each temporal scale. The nine‐item version was validated and showed a better satisfactory fit in both a Chinese undergraduate sample (S. Ye, 2007) and a Hong Kong Chinese adolescent sample (Kuan & Zhang, 2022b). The participants responded on a seven‐point Likert scale, with 1 indicating “strongly disagree” and 7 indicating “strongly agree” with the item.…”

Section: Methodsmentioning

confidence: 99%

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The mediating role of thinking styles in the relationship between adolescent time perspective and subjective well‐being

Kuan

2022

Journal of Adolescence

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Introduction:The mechanism behind how time perspective (TP) relates to subjective well-being is not fully understood and thinking styles might be potential mediators. However, our understanding of the relationship between thinking styles and subjective well-being is currently limited to adult studies. This study aims to extend the literature by examining the mediating role of thinking styles in the relationship between TP and subjective well-being in an adolescent sample. Methods: One hundred forty-nine male and one hundred and fourteen female secondary school students (13-18 years old) in Hong Kong responded to the Thinking Styles Inventory-Revised II (TSI-R2), the Zimbardo Time Perspective Inventory (ZTPI), the Positive and Negative Affect Schedule (PANAS), and the Temporal Satisfaction with Life Scale (TSWLS) in two waves separated by 2 months in 2017. Results: After controlling for gender and TP, internal and external styles positively predicted positive affect and future life satisfaction after 2 months. Adaptive Type I hierarchical style positively predicted both positive and negative affect after 2 months, which supports the two-dimensional structure of affect. Unexpectedly, maladaptive Type II styles did not predict subjective well-being. Longitudinal mediation using cross-lagged panel model showed that thinking styles mediated three relationships between TP and subjective well-being. The internal style mediated the relationship between Past-Negative TP, positive affect, and future life satisfaction, while the external style mediated the relationship between Future TP and future life satisfaction. Conclusions: Thinking styles predicted adolescent subjective well-being and acted as mediators in the relationship between TPs and subjective well-being.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The mediating role of thinking styles in the relationship between adolescent time perspective and subjective well‐being

Kuan

2022

Journal of Adolescence

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“…A balanced TP profile of high Past‐Positive, moderately high Present‐Hedonistic, high Future, low Past‐Negative, and low Present‐Fatalistic TP scores correlates with a range of desirable psychological outcomes, such as higher levels of well‐being (Jankowski et al, 2020). A recent experimental study has also shown that educating secondary school students about TP can reduce the deviation from the balanced TP profile (DBTP‐r) and improve their subjective well‐being (Kuan & Zhang, 2022b).…”

Section: Group Matched N Pre‐test Post‐test Att Se M Sd 95% Ci M Sd 9...mentioning

confidence: 99%

“…The present study reports the findings on thinking styles from the Time Perspective Educational Course (TPEC) investigation outlined in Kuan and Zhang (2022b). The TPEC consisted of four weekly 75-min educational seminar sessions that took place over 1 month.…”

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confidence: 99%