Junior High School Students’ Academic Future Time Perspective And It Relationship With Academic Self-handicapping

Future time perspective is understanding, emotional experience, and behavioral tendencies of the individual’s self-awareness of the self-development’s possibility. It affects people’s thinking, behavior and has a major impact on individual success and mental health. Adolescence, leads individual to think about future and prepare for it, is a critical period in one’s lifetime. Therefore, it’s essential to understand adolescent future time perspective. However, in our country, the research of future time perspective still is in the early stages. As the main body, junior high school students won’t pay much attention as they should have. Still the lack of research focusing on academic field brings more problems. This study combining education with psychology, will adopt questionnaire method. This research has selected junior high school students as the object of the study, examining the status and characteristics of their academic future time perspective, by setting up certain contexts to explore the relationship among academic future time perspective, attribution feedback and academic self-handicapping.This research mainly came to following conclusions:(1)There are three dimensions in junior high school students’academic future time perspective:academic future planning, academic future self-efficacy, and academic future action. The questionnaire of junior high school students’academic future time perspective was based on the three dimensions. And it has good reliability and validity to be the measurement tool for measuring junior high school students’academic future time perspective.(2)Junior high school students’academic future time perspective was above the medium level. The order of average score of each dimension was:academic future planning<academic future self-efficacy<academic future action.On the gender, there was no significant difference in the total score and each dimension; On the grade, the overall academic future time perspective with higher grade showed a U type downward trend; On the region, the level of academic future planning of students in rural area is higher than in urban and the level of academic future self-efficacy of students in urban area is higher than in rural areas; whether the only child in total score had no significant differences, but the level of academic future self-efficacy on only child was higher than on non-only child.(3) In the whole, academic future time perspective was significant negatively related to academic self-handicapping. There was significantly higher on academic self-handicapping for students with low academic future time perspective than those with high academic Future time perspective.(4)In the feedback experimental condition, the different feedback types showed significant difference in behavioral self-handicapping. The behavior of self-handicapping under negative feedback was significantly higher than under positive feedback. Academic future time perspective and feedback type both wield influence on in the behavioral self-handicapping.