Time perspective amongst a group of Black African first-year students: correlates with academic competence

Abstract

This study explores the constructs of academic competence and time perspective amongst Black African first-year students (n = 178, females = 72.5%) from a large South African university. Self-report data were collected on the students' time perspective and academic competence. Participants' time perspective was measured with the Time Perspective Inventory (Zimbardo & Boyd, 1999) which measures past-positive, past-negative, present-hedonistic, present-fatalistic, and future time frames. A standard multiple regression analysis was completed to measure the extent to which the five time frames predicted academic competence. Thematic analysis was carried out on the qualitative data to explore subjective experiences regarding academic competence and time orientation. Results suggested the past-negative time frame to show a significant indirect correlation with academic competence. The thematic analysis revealed various aspects contributing to academic success, such as the integration of positive experiences from the past with present identities, goal setting, and keeping the future in mind. Participants perceived a lack of control about the future, the fear for future disappointment, and the anxiety felt when focussing on the uncertainties of the future, as detrimental to their success. Still, participants seemed able to utilise various time frames as motivational forces in their academic work.

Keywords:

• Academic competence
• time perspective
• the first-year experience
• Black African students