Affective attitude toward the personal future - impact on motivation in high-school boys

To study the motivational significance of the affective attitude toward the personal future, we translated this concept in terms of the expectancy-value models in motivational psychology. We used it as a substitute for the algebraic sum of the valence of all more or less important or personally relevant motivational goals in the future. The hypotheses therefore predict an interaction effect of this time concept and the perceived instrumental value of performing well in high school for success in future life on the motivation to study and on exam scores. The results confirm the hypotheses. A positive attitude toward the future combined with a high perceived instrumentality gives the highest motivation to study and the best academic performances. When the attitude is high and the perceived instrumental value is low, motivation to study and school results are very low. The educational practice of motivating students by explaining the future importance of their present school work and school results will have the best effects when students have a positive affective attitude toward their personal future.