Abstract：
BACKGROUND: Adolescents\' academic achievement is closely associated with their future time perspective. However, the reciprocal nature of this relationship remains ambiguous due to a lack of longitudinal studies. This study investigated the developmental trajectories of future time perspective and academic achievement among adolescents, as well as reciprocal relations between future time perspective and academic achievement.
METHODS: Between 2017 and 2019, we collected 373 adolescents\' (baseline Mage = 14.48, SD = 1.90; 49% girls) future time perspective and academic achievement four times from Henan and Hunan Province, China. Each is separated by a 6-month interval.
RESULTS: Chinese adolescents\' future time perspective was relatively stable. Regarding academic achievement, two distinct developmental trajectories of academic achievement were identified (i.e., high positive growth class and low negative growth class). Those who excel tended to experience an upward trajectory, while those with poorer grades continued to experience a downward trajectory. In the high positive growth class, the intercept of future time perspective was positively correlated with the rate of academic achievement growth, whereas, in the low negative growth class, it negatively predicted the rate of academic achievement decline. More importantly, reciprocal relations existed between future time perspective and academic achievement.
CONCLUSIONS: Adolescents\' future time perspective may serve as a protective factor for academic achievement, while high academic achievement may also benefit future time perspective. Interventions to enhance academic achievement should prioritize cultivating adolescents\' future perspectives. Additionally, preventing the adverse consequences of subpar academic achievement on future time perspective is imperative.
METHODS: Between 2017 and 2019, we collected 373 adolescents\' (baseline Mage = 14.48, SD = 1.90; 49% girls) future time perspective and academic achievement four times from Henan and Hunan Province, China. Each is separated by a 6-month interval.
RESULTS: Chinese adolescents\' future time perspective was relatively stable. Regarding academic achievement, two distinct developmental trajectories of academic achievement were identified (i.e., high positive growth class and low negative growth class). Those who excel tended to experience an upward trajectory, while those with poorer grades continued to experience a downward trajectory. In the high positive growth class, the intercept of future time perspective was positively correlated with the rate of academic achievement growth, whereas, in the low negative growth class, it negatively predicted the rate of academic achievement decline. More importantly, reciprocal relations existed between future time perspective and academic achievement.
CONCLUSIONS: Adolescents\' future time perspective may serve as a protective factor for academic achievement, while high academic achievement may also benefit future time perspective. Interventions to enhance academic achievement should prioritize cultivating adolescents\' future perspectives. Additionally, preventing the adverse consequences of subpar academic achievement on future time perspective is imperative.
摘要：
背景：青少年的学业成绩与他们未来的时间观点密切相关。然而,由于缺乏纵向研究，这种关系的相互性质仍然模棱两可。本研究调查了青少年未来时间观点和学业成绩的发展轨迹，以及未来时间观点与学术成就之间的互惠关系。
方法：在2017年至2019年之间，我们收集了来自河南和湖南省的373名青少年（基线Mage=14.48，SD=1.90；49％的女孩）未来时间观点和学习成绩四次，中国。每个间隔6个月。
结果：中国青少年未来时间视角相对稳定。关于学术成就，确定了学术成就的两个不同的发展轨迹(即，高正增长类和低负增长类)。那些优秀的人往往会经历一个向上的轨迹，而那些成绩较差的人继续经历下降的轨迹。在高正增长阶层中，未来时间视角的截距与学业成绩增长率呈正相关，然而,在低负增长阶层，它负面地预测了学业成绩下降的速度。更重要的是,未来时间视角与学术成就之间存在着互惠关系。
结论：青少年未来的时间观点可能是学业成绩的保护因素，而高学业成绩也可能有利于未来的时间观点。提高学业成绩的干预措施应优先考虑培养青少年的未来观点。此外,防止学术成就欠佳对未来时间的不利影响势在必行。
方法：在2017年至2019年之间，我们收集了来自河南和湖南省的373名青少年（基线Mage=14.48，SD=1.90；49％的女孩）未来时间观点和学习成绩四次，中国。每个间隔6个月。
结果：中国青少年未来时间视角相对稳定。关于学术成就，确定了学术成就的两个不同的发展轨迹(即，高正增长类和低负增长类)。那些优秀的人往往会经历一个向上的轨迹，而那些成绩较差的人继续经历下降的轨迹。在高正增长阶层中，未来时间视角的截距与学业成绩增长率呈正相关，然而,在低负增长阶层，它负面地预测了学业成绩下降的速度。更重要的是,未来时间视角与学术成就之间存在着互惠关系。
结论：青少年未来的时间观点可能是学业成绩的保护因素，而高学业成绩也可能有利于未来的时间观点。提高学业成绩的干预措施应优先考虑培养青少年的未来观点。此外,防止学术成就欠佳对未来时间的不利影响势在必行。
