Future Orientation: A Review of the Concept and Its Implications
Introduction
Future orientation, defined as the degree to which individuals are oriented towards the future, has been studied extensively in the social sciences. As a concept, it has been used to explain a variety of behavioral outcomes, including academic achievement, goal setting, and risk taking. This review provides an overview of the concept of future orientation and its implications for behavior and decision-making. It examines the theoretical foundations of future orientation, the development of key measures, and the empirical evidence linking future orientation to various outcomes. Finally, the implications of future orientation for policy and practice are discussed.
Theoretical Foundations
Future orientation has been primarily studied in the context of social-psychological theories, such as motivation, achievement, and decision-making. It has been argued that individuals with a strong future orientation are more likely to set and pursue goals and take risks in order to achieve them (O’Neill, 1991). This view has been supported by research showing that future orientation is associated with higher levels of self-efficacy, which is a belief in one’s ability to succeed at a given task (Ferrari & Sternberg, 1998). In addition, research has shown that future orientation is linked to a greater sense of purpose and meaning in life (Robinson, 2002).
Development of Key Measures
Several instruments have been developed to measure future orientation. The most commonly used is the Future Orientation Scale (FOS), which was developed by Robins and Friedman (1995). The FOS consists of items that assess an individual’s level of orientation towards the future, such as “I think about the future all the time” and “I plan for the future.” Other measures of future orientation include the Life Orientation Test (LOT) (Carver, Scheier, & Segerstrom, 2000) and the Future Time Perspective Scale (FTPS) (Dai, 2012).
Empirical Evidence
The empirical evidence linking future orientation to various outcomes is mixed. For example, some studies have found a positive link between future orientation and academic achievement (Yamagata, 2011; Yoo, Kim, & Kim, 2009). Other studies have shown that future orientation is associated with higher levels of self-efficacy (Ferrari & Sternberg, 1998) and greater goal-directed behavior (O’Neill, 1991). However, research has also found that future orientation is associated with greater risk-taking behavior (Loeber & Farrington, 1998).
Implications for Policy and Practice
The evidence linking future orientation to a variety of outcomes has implications for policy and practice. For example, interventions designed to increase future orientation may be beneficial for individuals who are at risk of engaging in risky behaviors. In addition, research on future orientation can inform the design of educational programs that aim to promote goal setting and academic achievement. Finally, future orientation can be used to inform the development of decision-making processes in business and other organizations.
Conclusion
This review provides an overview of the concept of future orientation and its implications for behavior and decision-making. It has been found that future orientation is associated with a variety of outcomes, including academic achievement, self-efficacy, and goal-directed behavior. In addition, research has shown that future orientation is linked to greater risk-taking behavior. The implications of this research for policy and practice are discussed.
References
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Dai, X. (2012). The future time perspective scale: Development and validation. Educational and Psychological Measurement, 72(1), 176-190.
Ferrari, M., & Sternberg, R. J. (1998). Toward a model of future orientation. In B. A. Maher (Ed.), Progress in experimental personality and cognitive research (Vol. 22, pp. 107-133). Elsevier.
Loeber, R., & Farrington, D. P. (1998). Development and risk factors of juvenile antisocial behavior and delinquency. Clinical Psychology Review, 18(1), 1-41.
O’Neill, S. (1991). Future orientation and achievement. In L. V. Shavinina (Ed.), International perspectives on individual differences: Achievement motivation, cognition, and values (pp. 77-92). Pergamon.
Robinson, M. D. (2002). The relationships among purpose in life, future- oriented thinking, and psychological adjustment. Personality and Individual Differences, 32(1), 117-128.
Yamagata, S. (2011). The Future Orientation Scale and its influence on academic performance in Japanese high school students. Personality and Individual Differences, 51(5), 591-595.
Yoo, J. H., Kim, J. K., & Kim, J. H. (2009). The mediating role of future orientation in the relationship between academic self-efficacy and academic performance. Educational Psychology, 29(1), 75-89.