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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...
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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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Time Perspective Profile and Study Engagement.

Zara-Anna Mathieu1, Emilie Dujardin1, Nicolas Noiret1

  • 1CeRCA (Centre de Recherches sur la Cognition et l'Apprentissage), Université de Poitiers, Université de Tours, CNRS (Centre National de la Recherche Scientifique), 86000 Poitiers, France.

European Journal of Investigation in Health, Psychology and Education
|October 28, 2025
PubMed
Summary
This summary is machine-generated.

French university students

Keywords:
balanced time perspectivestudy engagementtemporal perspective

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Area of Science:

  • Psychology
  • Education

Background:

  • Academic dropout rates in French universities are high.
  • Lack of student engagement is a contributing factor.
  • Effective time perspective management is crucial for academic success.

Purpose of the Study:

  • To investigate the association between temporal profiles and student engagement.
  • To identify distinct temporal profiles among university students.
  • To understand how these profiles relate to academic success.

Main Methods:

  • Latent profile analysis was used to identify temporal profiles.
  • 451 French humanities and social sciences students participated.
  • Questionnaires measured time perspectives and study engagement.

Main Results:

  • Five temporal profiles were identified.
  • Two profiles were deemed non-problematic: a balanced profile (33%) and an all-dimensions-oriented profile (26%).
  • The balanced time perspective profile showed the highest study engagement.

Conclusions:

  • A balanced time perspective is linked to higher student engagement.
  • Understanding temporal profiles can inform interventions to reduce academic dropout.
  • Targeted support for students with problematic temporal profiles is recommended.