Of major concern in the present study will be the effects of anxiety on future time perception.

Full-time employed and unemployed adults' life level of analysis future time perspective (FTP) and work level of analysis occupational future time perspective (OFTP) were evaluated to measure differences between FTP conceptualizations and the validity of OFTP in the work domain. A final sample of 304 full-time employed and 98 unemployed job seeking adults completed a self-report online battery including demographic, work history, FTP, work-related attitudes, and personality measures. Results found the three FTP conceptualizations [Carstensen and Lang Future Time Perspective Scale (CL-FTP); Zimbardo and Boyd Future Factor (ZBF); and Consideration for Future Consequences Scale (CFC] were differentially related to achievement striving and planfulness. The CL-FTP scale was weakly, significantly and not significantly related to the CFC and ZBF scales, respectively. In addition, results indicated OFTP had a significantly stronger relationship with chronological age than CL-FTP and OFTP added incremental validity beyond general CL-FTP in predicting work-related attitudes. Lastly, mean differences in CL-FTP and OFTP scores by employment status were obtained, indicating that OFTP may be susceptible to change via work characteristics. Further exploratory analyses and theoretical and practical implications of the current findings are discussed.

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The dissertation presents evidence on the measurement properties of self-report items in contemporary organizational contexts (Podsakoff & Organ, 1986). Operationally, the dissertation adopts a construct representation approach to construct validity, defined by the response processes engaged for measurement performance in trait assessment (AERA, 2014; Embretson, 1983). For example, self-report measures are known to be affected by a variety of variables, such as semantic and referent features (Cermac & Craik, 1979; Kelly, 1955) and design factors that impact cognitive context (Stone, et al, 2000; The Science of Self-Report). In turn, the response processes impacts the external correlations (Embretson, 2007). To the extent that semantic-referent features and design factors are construct-irrelevant, reduced external correlations can be expected. This dissertation presents evidence from a qualitative review of self-report future time perspective (FTP) instruments across organizational and retirement contexts. A quantitative review compares external correlates of the two instruments. A retrospective-observational study benchmarks the psychometric properties of Carstensen's self-report instrument using modern latent-variable modeling (item-response theory [IRT]). Structural equation modeling (SEM) is further used to test for moderating effects of subjective life expectancy (SLE) on latent predictors of FTP and retirement plans. Evidence from a '3 x 2' mixed-subjects experimental design is also presented indicating the effects of subjective life expectancy (SLE) on measurement error in personality factors, FTP, and retirement plans. Discussion centers on advancing measurement paradigms in psychological and education research, as well as -more generally- adopting an integrated perspective of construct validity for advancing and evaluating substantive research.

Abstract Preparing for retirement is a complex task at which some individuals succeed while others do not, often with dire consequences. A model of investor behavior including retirement planning and saving is tested in a Taiwanese sample of full-time working adults. 134 participants completed a questionnaire about future time perspective, retirement goal clarity, financial literacy, retirement planning activity level and monthly savings contributions. Results indicated that FTP was a significant predictor of savings contributions and goal clarity which in turn predicted financial literacy and planning activity level. Financial literacy predicted planning activity level. No support was found for planning activity level as a predictor of monthly savings contributions. A three-way interaction with FTP, financial risk tolerance and financial knowledge as predictors of savings contributions was approaching significance, but small sample size likely limited statistical power. Path analysis shows some support for a model of retirement planning proposed by Hershey (2004) though data do not fit models previously tested by Hershey, Jacobs-Lawson, McArdle, and Hamagami (2007) and Stawski, Hershey and Jacobs-Lawson (2007). Instead a new model of retirement planning and savings contributions is proposed. However it is likely that savings norms affect contributions such that those who do not plan for retirement do not save at a rate lower than those who do. It is also likely that those who do plan for retirement invest rather than save disposable income. Keywords: retirement planning, personality, future time perspective, financial planning, financial literacy

The problem with which this investigation was concerned was to determine whether or not fear of death was related to positive future time perspective and self-esteem.

An educational researcher sought to collaborate with a classroom instructor to introduce problem-based learning as a new teaching intervention. First, a classroom instructor was approached to consider how a problem-based learning instructional approach might fit with their existing curriculum plan. The researcher and the classroom teacher used a discussion framework to decide together how to best design a professional learning course meant to prepare the teacher to use the new techniques in their classroom. The teacher took the professional learning course and subsequently designed his own problem-based learning course. That course was then delivered to undergraduate students in a college senior thermo-fluids lab course. Quantitative and qualitative data describe how students recognized the connection between the lab course and their perceptions of a future career as engineers. Preliminary findings suggest the researcher and teacher professional learning codesign process contributed positively to the classroom teachers developing and delivering their own PBL course that was perceived by students to contribute positively to their content knowledge, motivation and perception of their future career as engineers.

The present research investigated attitudes of the university students towards the future, as well as the relation between future time orientations and self-construals. The sample consisted of 303 Middle East Technical University students with a mean age of 21. Four scales were administered to respondents: the Balanced Integration Differentiation Scale (BID) (imamoglu, 1998, 2002), the Positive Future Expectation Scale (PFES) (imamoglu, 2001), the Future Time Orientation Scale (FTO) (Gjesme, 1979), and the Attitudes Towards the Future Scale, which was developed for the current study. The BID Scale consists of interrelational and self-developmental orientation subscales. The high and low ends of the interrelational orientation subscale represent relatedness and separatedness, respectively. While the high and low end scores of the self-developmental orientation subscale represent individuation and normative patterning, respectively. Two dimensions of the Future Time Orientation Scale were used, which are involvement and anticipation. The former dimension measures the degree to which an individual focuses on future events, and the latter one measures how well an individual prepares for future events. Factor analyses of the Attitude Towards the Future Scale yielded three factors, which are referred to as positive, fearful, and planful future orientations. Analyses indicated that this new measure has adequate validity and reliability. A short form of the scale was formed, which has similar metric qualities with the former one, and it was used in the following analyses. With regard to self-orientations and gender, a MANOVA test indicated that future orientations were affected by the interrelational and self-developmental orientations but not by gender. Individuals with high interrelational orientation scores were found to have higher positive and planful orientation scores, and lower fearful orientation scores. Individuals with high self-developmental orientation scores were found to have higher planful orientation and lower fearful orientation scores. A second MANOVA indicated significant differences among the four self-types suggested by the BID Model (i.e., separated patterning, related patterning, separated-individuation, related-individuation) on future orientations. A clear pattern was observed, in which the related-individuated respondents, representing the optimal development by the BID Model, seems to have the most positive and planful orientations and the least fearful orientation.

abstract: The present study of two hundred and seven university students examined the structural relation of future-orientation (both valence and instrumentality), career decision-making self-efficacy and career indecision (choice/commitment anxiety and lack of readiness). Structural equation modeling results indicated that while the overall proposed model fit the data well, my hypotheses were partially supported. Valence was not significantly related to career decision-making self-efficacy, choice/commitment anxiety and lack of readiness. However, instrumentality completely mediated the relation between valence and career decision-making self-efficacy, choice/commitment anxiety and lack of readiness. Instrumentality was significantly related to career decision-making self-efficacy and lack of readiness. Career decision-making self-efficacy completely mediated the relation between instrumentality and choice/commitment anxiety; however, it only partially mediated the relation between instrumentality and lack of readiness. Although the proposed model was invariant across gender, the findings indicate that women reported higher instrumentality and lower lack of readiness than did men. No differences were found for career decision-making self-efficacy and choice/commitment anxiety across gender. The findings suggest that psychologists, counselors, teachers, and career interventionists should consider the role future time perspective in university students' career development. / Dissertation/Thesis / Ph.D. Counseling Psychology 2014

abstract: The primary objective of this study was to revise a measure of exogenous instrumentality, part of a larger scale known as the Perceptions of Instrumentality Scale (Husman, Derryberry, Crowson, & Lomax, 2004) used to measure future oriented student value for course content. Study 1 piloted the revised items, explored the factor structure, and provided initial evidence for the reliability and validity of the revised scale. Study 2 provided additional reliability evidence but a factor analysis with the original and revised scale items revealed that the revised scale was measuring a distinct and separate construct that was not exogenous instrumentality. Here this new construct is called extrinsic instrumentality for grade. This study revealed that those that endorse a high utility value for grade report lower levels of connectedness (Husman & Shell, 2008) and significantly less use of knowledge building strategies (Shell, et al., 2005). These findings suggest that there are additional types of future oriented extrinsic motivation that should be considered when constructing interventions for students, specifically non-major students. This study also provided additional evidence that there are types of extrinsic motivation that are adaptive and have positive relationships with knowledge building strategies and connectedness to the future. Implications for the measurement of future time perspective (FTP) and its relationship to these three proximal, future oriented, course specific measures of value are also discussed. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2017