The Relationship between Time Attitude, Psychological Well-Being, and Scholastic Achievement in Students
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Abstract
This study aimed at studying the state of time attitude and investigating the relationship between its sub-scales (past positive and negative, present positive and negative, and future positive and negative) with psychological well-being and scholastic motivation in a group of students. It was a survey study for which some questionnaires were used. The total population was all of Hamedan high school students in 2012-2013 academic year. Sample size consisted of 1200 high school girls and boys which were selected by using multilevel cluster sampling method. The instruments were Mello and Worrell’s Time Attitude Scale and Ryff’s 42-items Psychological Well-Being questionnaire. For analyzing the data, correlation coefficient and multivariate analysis variance were used. The results showed that students have more future positive attitudes, and are more positive than negative, in general. Moreover, the results show that there are meaningful relationships between time attitude and psychological well-being and scholastic achievement. According to the findings, the students' time attitude can predict moderately their psychological well-being and weakly their academic achievement. So, by increasing student’s positive time attitudes, the development of the level of their mental well-being could be anticipated.
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