Feeling Closer to the Future Self and Doing Better: Temporal Psychological Mechanisms Underlying Academic Performance

Abstract

This research examined the function of future self-continuity and its potential downstream consequences for academic performance through relations with other temporal psychological factors and self-control. We also addressed the influence of cultural factors by testing whether these relations differed by college generation status. Undergraduate students enrolled at a large public university participated in two studies (Study 1: N = 119, M = 20.55, 56.4% women; Study 2: N = 403, M = 19.83, 58.3% women) in which they completed measures of temporal psychological factors and psychological resources. In Study 2, we also obtained academic records to link responses to academic performance. Future self-continuity predicted subsequent academic performance and was related positively to future focus, negatively to present focus, and positively to self-control. Additionally, the relation between future focus and self-control was stronger for continuing-generation college students than first-generation college students. Future self-continuity plays a pivotal role in academic contexts. Findings suggest that it may have positive downstream consequences on academic achievement by directing attention away from the present and toward the future, which promotes self-control. Further, the strategy of focusing on the future may be effective in promoting self-control only for certain cultural groups.

Professional Identity Formation in Pharmacy Students During an Early Preregistration Training Placement

“…There is however, recent literature demonstrating that, in general, students who are connected with a view of their future selves are likely to be more motivated, have increased self-control and achieve better academic performance. 33 This aligns with the concept that, on return to university participants' self-perception changed to that of trainee pharmacist rather than a pharmacy student.…”

Character Strengths, Strengths Use, Future Self-Continuity and Subjective Well-Being Among Chinese University Students

“…Similarly, when the future self shares similarity to the present self with a vivid and realistic terms and in the positive affective state, people might be more likely to make sacrifices today that may benefit them at some point in the years to come ( Ersner-Hershfield, 2011 ). Along with these findings, Adelman et al (2017) suggested that future self-continuity also plays a signature role in the educational setting and has beneficial impacts on academic performance, by considering more possible and long-term consequences instead of merely focusing on the current and short-term consequences. Additionally, the perceptions of future self-continuity may have a positive correlation with positive affective states and specifically, people with high level of future self-continuity might feel pleasant when they imagine how the current behavior may cause positive future consequences, and in turn, those experiencing greater positive affection might be more willing to include the patterning of future self’s goals ( Blouin-Hudon and Pychyl, 2015 ).…”

A test of a triadic conceptualization of future self-identification

“…If people feel strongly identified with their future selves, they may be better able to eschew behaviors that lead to short-term gratification but negatively impact long-term well-being. In past research, the relatedness component of future self-identification correlated positively with a measure of self-control [5,29]. Individuals high in future self-identification may be better able to shift their temporal focus to the future instead of overly weighing present priorities.…”

“…For instance, only three studies examined achievement outcomes. These studies found that relatedness to future self positively predicted college grade point averages and negatively predicted procrastination [5,7], and positivity of future self predicted higher academic motivation [55].…”