Tomorrow starts today: Long-term effects of a brief counseling intervention on college students' time attitudes

Abstract

Time attitudes reflect how individuals feel about their past, present, and future, and are linked to psychological and academic well-being. Theoretical contributions and empirical evidence suggest that feelings toward time are modifiable by interventions. However, the long-term impact of interventions on time attitudes remains unexplored. In this study, we examined the effect of a college counseling intervention on time attitudes, measured by the Adolescent and Adult Time Inventory – Time Attitude Scale. Participants consisted of 89 college students (M_age = 22.67; SD = 3.15) who underwent a 4-session psychodynamic counseling intervention. They were assessed at four time points: T0 (intake), T1 (one month after intake but before the intervention), T2 (at the end of the 4-session intervention), and T3 (three months after the intervention). Changes in time attitudes over time were analyzed using linear mixed models, controlling for age and gender. Results revealed an increase in positive attitudes toward the present and future, and a decrease in negative attitudes toward the present, both at T2 and T3. No changes were observed in attitudes toward the past or negative future attitudes. These findings suggest that psychodynamic counseling leads to long term improvements in college students' feelings toward the present and future. This supports its role in promoting psychological well-being and academic retention.