The Effects of an Intervention Based on Future Time Perspective Theory on Achievement Motivation, Academic Self-Efficacy and Time Perspective

The aim of this study was to evaluate the effectiveness of an intervention based on future time perspective theory on achievement motivation, academic self-efficacy and time perspective in high school male students in Ahwaz. This research was done in an experimental design with pre-test, post-test and follow-up with an active control group. The population consisted of all tenth grade male students that were educated in the theoretical branch in Ahwaz. Among them, 40 students who had problems in the dependent variables and had been introduced by school officials were chosen. Then, they were randomly grouped into experimental and control groups. This study used these questionnaires: Test of Motivation Achievement (TMA), self-efficacy subscale of Patterns of Adaptive Learning Scales (PALS) and Zimbardo Time Perspective Inventory (ZTPI). The results of MANCOVA and ANCOVA revealed Peetsma and Vanderveen time perspective based intervention increase achievement motivation, academic self-efficacy and future time perspective and decrease present fatalistic and present hedonistic time perspective. Furthermore, the results showed that the effects of intervention on achievement motivation, academic self-efficacy and future time perspective are stable in the passage of time.