Self-regulated learning, self-efficacy and life-long learning: the mediating role of future orientation

Purpose This study aims to investigate the intricate relations between self-regulated learning, life-long learning and academic self-efficacy, while also evaluating the mediating influence of future time orientation. Design/methodology/approach Utilizing a cross-sectional research design, data were amassed from 2,943 Romanian secondary school students in 11th and 12th grades via structured questionnaires: the self-regulated learning questionnaire, the academic self-efficacy scale, the future orientation scale derived from the Zimbardo time perspective inventory (ZTPI) and the lifelong learning scale. Findings The findings corroborate that self-regulated learning and academic self-efficacy when mediated by future time orientation, bolster life-long learning. Practical implications These results indicate that enhancing comprehension of future time orientation within the educational framework could potentially boost life-long learning. Originality/value This work is an original contribution, synthesizing existing literature, empirical findings and theoretical frameworks to advance our understanding of the multifaceted relationships shaping individuals' learning journey throughout their lives. Our focus on the mediating influence of future orientation adds a novel dimension to understanding the mechanisms through which individuals actively engage in learning throughout their lives.