The Effects of Time-Perspective and Balanced-Time-Perspective on the Success, Psychological Health and Well-Being of Students

Objectives: The student experience is a unique journey of challenge and opportunity, for which their success, subjective well-being (SWB) and psychological health are key elements. This research programme examined the effects of Time-Perspective (TP: An individual’s psychological relationship with time) on these outcomes. Design: A QUAN-qual mixed-methods approach was used. This included a longitudinal investigation examining the effects of TP on the success (academic and non-academic), psychological health and SWB of students in higher education. A follow-up interview study with a small number of these participants explored the areas in greater depth. Methods: Year-1 undergraduates (N=146), were recruited via a student research forum at the university. Demographic and questionnaire data pertaining to success, psychological health and SWB were collected using SurveyMonkey at three time-points throughout Year-1. Quantitative data were analysed in SPSS. Interview data from six participants with contrasting profiles were analysed using IPA. Results: Future, Past-Positive and Balanced-Time-Perspective (BTP) were predictive of SWB, academic and non-academic success. Psychological problems were associated with, and predicted by a bias towards Past-Negative and Present-Fatalist orientations. Those interviewed talked about their experiences of psychological ill-health, success and SWB. A good work/life balance, positive future goals and resilience to set-backs appeared to accompany a BTP. Conclusions: TP offers valuable understandings of the student experience, adding value in academic, practical and theoretical contexts. This research indicated that interventions focused on TP modification (i.e. developing a BTP) may potentially offer preventative mental-illness strategies for susceptible students and enhance their success and SWB at university.