On The Relationship Between Undergraduates Future Time Perspective, Attributional Style, Teacher-student Relationship And Self-efficacy

Based on a research on the status quo and general characters of future time perspective(FTP) of temporary undergraduates, this paper studies about the influences of attributionalstyle, teacher-student relationship and self-efficacy on FTP, and further discusses theinteractive model of several influential factors of FTP, which serves as an informationcollection and data reference for future study on their relationship, and provides theorybasis for undergraduates psychological education and professional development guidance.By means of a random sampling, this paper tested600undergraduates from ShenYangNormal University, Liaoning University and Northeastern University and filled the FTPquestionare, the multidimensional-maltiattributional causality scale (MMCS), self-efficacyscale, and teacher-student relationship scale, based on which this paper studies therelationship of these four variable quantities and established a structural equation model tofind the influences of attributional style, teacher-student relationship and self-efficacy onundergraduate FTP and forward discuss the intermediary role self-efficacy played in themodel.The research results are summed up as follows,1. The undergraduate FTP and its each factors has no obvious difference in gender, grade,and arts or science classification but for far goal orientation factor and total marks ofFTP, differences exist in the interactive effects of arts or science and gradeclassification;2. Undergraduates with different self-efficacy levels, different attributional styles, anddifferent teacher-student relationships have obvious differences in their FTP and itsdimensions.3. To some extent, four variable quantities: FTP, attributional style, self-efficacy andteacher-student relationship as well as their various factors has some correlations.4. The structural equation model shows that the academic effort factor in the attributionalstyle, self-efficacy, and teacher-student relationship (intimacy, supportability anddegree of satisfaction) has direct influence on FTP and the self-efficacy plays a partrole as an intermediary in the influence of attributional styles and teacher-studentrelationship on FTP.