Exploring the Factors Influence Freshmen Learning Engagement: Constructing the Model Learning of Future Time Orientation
Learning in the college or university is a crucial experience that contributes to individual professional development in the future time orientation. During the first year of their college education, how freshmen perceive programs and atmosphere offered by the surroundings as well as how they estimate themselves will influence their learning engagement. The purpose of this study was to explore the model learning of future time orientation: exploring what factors influence freshmen learning engagement. Data were gathered from 634 undergraduates who took part in the surveys when they were freshmen. Descriptive statistics, paired-samples T test, and structural equal model were conducted. The main results showed that: 1. Learning engagement of freshmen varied significantly across their psychological capital, learning expectations, learning motivation, and future time perspective. 2. Subjects were found to hold higher psychological capital and learning engagement when they were sophomores than when they were freshmen; on the other hand, they were found to hold lower future time orientation and learning motivation when they were sophomores than when they were freshmen. Finally, discussions and suggestions for institutional research and future study were proposed.
|關鍵詞||心理資本、未來時間觀、教育期望、學習投入、學習動機、psychological capital、future time orientation、learning expectations、learning engagement、learning motivation|