Identity formation is one of the key developmental tasks for young people. For university students, who are facing the age-specific tasks of establishing their vocational career, vocational identity development is especially crucial. This research explored the predictive role of time perspective (TP) in university students’ vocational identity development and the mediating role of student engagement, while controlling for gender and socioeconomic status. Five hundred and thirty-seven university students from the Chinese Mainland responded to three inventories: Zimbardo Time Perspective Inventory (ZTPI), Vocational Identity Status Assessment (VISA), and Higher Education Student Engagement Scale (HESES). Hierarchical multiple regression analyses showed that adaptive dimensions of vocational identity (including in-breadth career exploration, in-depth career exploration, commitment making, and commitment identification) were positively predicted by adaptive time perspectives (i.e., past-positive, present-hedonistic, and future-positive TPs). Conversely, the maladaptive dimension of vocational identity (i.e., self-doubt) was positively predicted by a maladaptive time perspective (i.e., future-negative TP). Furthermore, structural equation modelling revealed that social engagement mediated the relationships between adaptive time perspectives and three adaptive dimensions of vocational identity (including in-breadth career exploration, commitment making, and commitment identification). Cognitive engagement mediated three adaptive time perspectives and commitment making. However, behavioral and affective engagement did not mediate the relationship between time perspective and vocational identity. These findings highlight the importance of adaptive time perspectives and social engagement in university students’ vocational identity development and provide implications for university students and educators.

Authors:
Yuxin Li, , The University of Hong Kong, Hong Kong
Li-fang Zhang, The University of Hong Kong, Hong Kong

About the Presenter(s)
LI Yuxin​ is a PhD candidate at the University of Hong Kong, specializing in the field of educational psychology. Her research centers on university students' vocational identity and interpersonal identity development.

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