Learning under stress

The moderating role of future time perspective

Bibliographic Data

ID21376524
AuthorsLucija Andre (0000-0002-2125-3264, Faculty of Social and Behavioural Sciences, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands, corresponding author), Saar Koene (Faculty of Social and Behavioural Sciences, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands), Joost Jansen in de Wal (0000-0003-4969-750X, Faculty of Social and Behavioural Sciences, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands), Jaap Schuitema (0000-0002-0125-5537, Faculty of Social and Behavioural Sciences, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands), Thea Peetsma (0000-0003-3052-7236, Amsterdam University of Applied Sciences), Thea T D Peetsma (Faculty of Social and Behavioural Sciences, Research Institute of Child Development and Education University of Amsterdam Amsterdam The Netherlands)
Year2022
Volume59
Issue4
Pages800-816
Publication date2022-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.22645
OpenAlexW4206495537
LanguageEN
Citations received1
References cited67

We investigated the relationship between students' perceived stress and investment in learning and tested the role of future time perspective (FTP) as a moderator. We expected that FTP would serve as a protective factor in the association between students' perceived stress and investment in learning. Perceived stress was gauged by assessing students' mathematics anxiety related to class, learning, and tests, and investment in learning was gauged by measuring investment in learning with respect to mathematics. To measure FTP, we focused on the FTP in school and professional career. A total of N = 349 secondary school students from the Netherlands participated in this study. Results revealed negative associations between students' investment in learning and their anxiety in class, during learning, and while taking tests. The moderating effects of FTP were also found to be significant. Contrary to our expectations, higher levels of FTP were associated with a stronger negative relationship between anxiety and investment in learning. Moreover, we found negative associations between FTP and class anxiety and learning anxiety and a positive association between FTP and investment in learning. Overall, our results may suggest that FTP motivates students to learn, but students' anxiety weakens the motivating effect of FTP

Anxiety · Association (psychology) · File Transfer Protocol · Investment (military) · Mathematics education · Moderation · Perspective (graphical) · Stress (linguistics) · The Internet · Identity, Memory, and Therapy · Optimism, Hope, and Well-being · Psychological and Temporal Perspectives Research · Psychology · Social Psychology

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