Figure 1
Gobal to instrumental future time perspective variable sequence.
Note. The figure represents the nested structure of the FTP constructs. Educational context interaction refers to how a) the class level context and b) enrollment in increasingly rigorous courses impacts how global connectedness and instrumentality influence connectedness to a career within a life domain.
Figure 2
Sehematic representation of three level, nested data structure.
Note. MAE 100 = example Mechanical and Aerospace Engineering (MAE) course in the data set. CL1 = example MAE 100 class in the data set. S1 = example student in MAE 100 CL 1 in the data set.
Table 1
Descriptive Statistics and bivariate correlations for study variables.
| Min | Max | M | SD | Skew | Kurt | 1. | 2. | 3. | |
|---|---|---|---|---|---|---|---|---|---|
| 1. Domain-general Connectedness | 2.00 | 5.00 | 4.16 | 0.55 | –0.53 | –0.06 | |||
| 2. Career Connectedness | 1.33 | 5.00 | 4.12 | 0.57 | –0.45 | 0.21 | 0.67 | ||
| 3. Perceptions of Instrumentality | 1.00 | 5.00 | 4.01 | 0.78 | –1.02 | 1.54 | 0.21 | 0.31 | |
| 4. Knowledge Building | 1.00 | 5.00 | 3.36 | 0.76 | –0.23 | 0.23 | 0.14 | 0.22 | 0.49 |
[i] Note. All correlations are significant at p < .01. Coefficients for KB are based on individual level scores for each student. In subsequent analyses, these scores are aggregated to the class level.