| Abstract [eng] |
Purpose of the study: 1.Compare time planning, learning motivation, and psychological well-being by gender, class, and age. 2.Evaluate the relationships between time planning, learning motivation and psychological well-being across the sample. 3. Determine the prognostic value between psychological well-being and time planning among 9-12 grade students. Tools: • Student's academic motivation scale (SAMS-21) (Kairys, Liniauskaitė, Brazdeikienė, Bakševičius, Čepienė, Mažeikaitė - Gylienė, Rugevičius, Žakaitienė, Žakaitis, 2017). • Time planning questionnaire ( Kairys, Liniauskaitė, 2017). • Lithuanian scale of psychological well-being (Kairys, Bagdonas, Liniauskaitė, Pakalniškienė, 2013). • The data is processed using the statistical analysis and data processing software SPSS 22.0 (Statistical Package for Social Sciense). Conclusions: Amotivation is more expressed by boys than by girls; Girls have a more pronounced satisfaction with life and self, purposefulness, satisfaction with interpersonal relationships and control compared to boys; 17-18-year-old boys are characterized by greater external identification and external regulation than 15-16 year olds; No statistically significant differences were observed in two age groups of girls (15-16 and 17-18 years old); The time planning scale revealed greater motivation for 15-16 year olds; Interpersonal relationships are more satisfied with 17-18 year olds; Time planning interference management correlates with all motivational variables except amotivation, as well as psychological well-being variables, except satisfaction with relatives; The motivational internal variable of achievement has the highest (compared to other variables) prognostic value for time planning construct time planning skills and interference management; The purposefulness of psychological well-being has the highest (compared to other variables) prognostic value for time planning construct time planning skills and interference management. |
