goals. (22) Simons, Vansteenkiste, Lens, and Lacante (19)
noted that future-oriented individuals typically have a better
understanding of how their current behavior serves a direct
role in attaining those future goals. (cited in 22) Husman and
Shell (10) suggested that valuing the future is one indicator
that individuals are oriented to the future. (cited in 22)
According to DeVolder and Lens (8), present tasks or
responsibilities students have are also important components
of future time perspective because they lead directly to future
goals. In addition, other researchers in the field of
educational psychology (8) have used this reasoning and
have predicted that students who understand the value of
future goals (i.e. valence) would be more motivated to carry
out their present tasks, put more effort into them, and
perform better on subsequent tests. In evaluating the
relationship between valence and instrumentality and
motivation, DeVolder and Lens (8) found that more
motivated high school students attached more value to goals
in the distant future and attached more instrumental value to
their schoolwork as a means to reach those goals than less
motivated students. Future time perspective apparently has a
large effect on career development. If people have a good
future time perspective, they can make sure their future goals,
plan their future lives, and understand the effect of present
efforts on future achievement.