The purpose of this study was to empirically investigate the relationship between time perspective and achievement goals among 144 community college students engaged in a first-year experience course. A correlational study was conducted to examine the relationship between four different achievement goals as measured by scores on the Achievement Goals Questionnaire - Revised (AGQ-R) and five different time perspectives as measured by the Zimbardo Time Perspective Inventory (ZTPI). The results indicated that some of the various achievement goals are correlated, either positively or negatively, with some of the various time perspectives. All four achievement goals were found to be related to a future time perspective. Significant patterns also emerged in regards to the relationship between achievement goals and the other time perspectives that were investigated (i.e., past-positive and present-fatalistic). The results have implications for student success and persistence (e.g., retention and graduation) in higher education, and are especially relevant to students in the community college system. Furthermore, the results have implications for counselor educators, counseling supervisors, counselors, and professional school counselors. More specifically, this study has implications for classroom guidance activities, academic and vocational counseling, and individual counseling.
","abstract_html":"<p>The purpose of this study was to empirically investigate the relationship between time perspective and achievement goals among 144 community college students engaged in a first-year experience course. A correlational study was conducted to examine the relationship between four different achievement goals as measured by scores on the Achievement Goals Questionnaire - Revised (AGQ-R) and five different time perspectives as measured by the Zimbardo Time Perspective Inventory (ZTPI). The results indicated that some of the various achievement goals are correlated, either positively or negatively, with some of the various time perspectives. All four achievement goals were found to be related to a future time perspective. Significant patterns also emerged in regards to the relationship between achievement goals and the other time perspectives that were investigated (i.e., past-positive and present-fatalistic). The results have implications for student success and persistence (e.g., retention and graduation) in higher education, and are especially relevant to students in the community college system. Furthermore, the results have implications for counselor educators, counseling supervisors, counselors, and professional school counselors. More specifically, this study has implications for classroom guidance activities, academic and vocational counseling, and individual counseling.</p>","abstract_has_math":false,"creators":["Campen, Darrin Grey"],"institution":null,"degree_name":"Ph.D.","degree_level":"Campus Access Dissertation","degree_discipline":"Educational Studies","degree_department":null,"school":null,"contributors":["Catherine Packer-Williams"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T04:37:14Z","subjects":["Education","Educational Methods","Achievement","College","Community","Goals","Perspective","Time"],"languages":[],"rights":["© 2010, Darrin Grey Campen"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarcommons.sc.edu/etd/151","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Catherine Packer-Williams"]},{"key":"dc:creator","label":"Author","values":["Campen, Darrin Grey"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Methods","Achievement","College","Community","Goals","Perspective","Time"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© 2010, Darrin Grey Campen"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarcommons.sc.edu/etd/151"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to empirically investigate the relationship between time perspective and achievement goals among 144 community college students engaged in a first-year experience course. A correlational study was conducted to examine the relationship between four different achievement goals as measured by scores on the Achievement Goals Questionnaire - Revised (AGQ-R) and five different time perspectives as measured by the Zimbardo Time Perspective Inventory (ZTPI). The results indicated that some of the various achievement goals are correlated, either positively or negatively, with some of the various time perspectives. All four achievement goals were found to be related to a future time perspective. Significant patterns also emerged in regards to the relationship between achievement goals and the other time perspectives that were investigated (i.e., past-positive and present-fatalistic). The results have implications for student success and persistence (e.g., retention and graduation) in higher education, and are especially relevant to students in the community college system. Furthermore, the results have implications for counselor educators, counseling supervisors, counselors, and professional school counselors. More specifically, this study has implications for classroom guidance activities, academic and vocational counseling, and individual counseling.
"]},{"key":"dc:title","label":"Title","values":["An Investigation of Achievement Goals and Time Perspective in Community College Students Engaged in a First-Year Experience Course"]}]}],"canonical_facts":{"dc:contributor":["Catherine Packer-Williams"],"dc:creator":["Campen, Darrin Grey"],"dc:description.abstract":["The purpose of this study was to empirically investigate the relationship between time perspective and achievement goals among 144 community college students engaged in a first-year experience course. A correlational study was conducted to examine the relationship between four different achievement goals as measured by scores on the Achievement Goals Questionnaire - Revised (AGQ-R) and five different time perspectives as measured by the Zimbardo Time Perspective Inventory (ZTPI). The results indicated that some of the various achievement goals are correlated, either positively or negatively, with some of the various time perspectives. All four achievement goals were found to be related to a future time perspective. Significant patterns also emerged in regards to the relationship between achievement goals and the other time perspectives that were investigated (i.e., past-positive and present-fatalistic). The results have implications for student success and persistence (e.g., retention and graduation) in higher education, and are especially relevant to students in the community college system. Furthermore, the results have implications for counselor educators, counseling supervisors, counselors, and professional school counselors. More specifically, this study has implications for classroom guidance activities, academic and vocational counseling, and individual counseling.
"],"dc:identifier":["https://scholarcommons.sc.edu/etd/151"],"dc:rights":["© 2010, Darrin Grey Campen"],"dc:subject":["Education","Educational Methods","Achievement","College","Community","Goals","Perspective","Time"],"dc:title":["An Investigation of Achievement Goals and Time Perspective in Community College Students Engaged in a First-Year Experience Course"],"thesis:degree_discipline":["Educational Studies"],"thesis:degree_level":["Campus Access Dissertation"],"thesis:degree_name":["Ph.D."]},"updated_at":"2026-07-24T04:37:14Z"}