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"What Do You Want You’re Future To Be?" Future
Orientation Case Studies of Psychological Students
Putri Yohannida Aulia Fadhilla *, Ahmad Saefudin Jamiil, and Nida Muthi Annisa
Faculty of Psychology, Universitas Informatika dan Bisnis Indonesia, Bandung, Indonesia
*Corresponding author. Email: putriyohanida@gmail.com
ABSTRACT
The purpose of this study was to find out how different future orientation of students at the early and final-
levels are. The research method used in this research is qualitative case study research with future orientation
variables. Data collection techniques in this study using interview technique. The selection of participation
was carried out using purposive sampling technique with criteria of participant, namely early-levels students
(N = 2) and final-levels students (N = 2) who were active psychology students. The analysis of the results of
this study indicates that early-levels students do not have a more specific orientation regarding plans and
strategies that will be carried out in the future. However, both subjects have confidence and high hopes for
their future. In both subject of final-levels students they have the same interest in psychology even though
their goals and motives are different. Although the two subject final stage of the lecture, they both have
different details of future orientation plan. while the other did not have a detailed plan one subject already had
a detailed future orientation while the other did not yet have a detailed plan. Furthermore, subject who have
not been able to explain their plans have not thoroughly evaluated their future plans.
Keywords: Future Orientation, Students college, early adulthood
1. INTRODUCTION
The transition period from children to adulthood is a
period of adolescent development, including major
changes in physical, cognitive and psychosocial aspects
[1]. Adolescence is in the age range 12-21 years [2].
During this transitional period, adolescents begin to think
about their future, this is done in order to prepare
themselves for the adult world. In this period, adolescents
have developmental tasks including achieving responsible
social behavior, emotional independence, preparing for
careers and having a family [3].
Preparation for career and family level is the
implementation of a picture of the future in adolescents.
Having a picture of the future is the duty of a adolescents.
This is reinforced by the statement that future orientation
can be seen more real when individuals have reached the
formal operational stage [4]. Individual thinking at this
stage has given adolescents the ability to anticipate their
future. In addition, adolescents can create cognitive
schemes to formulate their future, because adolescents
who have entered the formal operational stage can think
abstractly, hypothesize and formulate logical proportions
[5].
One study showed that adolescents with a negative future
orientation were more likely to engage in risk-taking
behavior with little regard for the consequences.
Conversely, those with a positive future orientation are
less likely to take unnecessary risks or engage in risky
behavior [6]. Because people who are oriented towards the
future are less concerned with the present and more
focused on what is coming, living in the present is contrary
to their way of thinking [6].
Poole et all revealed that early-level students enter the late
adolescent stage, which is around 17-20 years where they
can be future-oriented, the decisions made by adolescents
begin to pay attention to the future such as work, education
and family building [7]. Ecclesia revealed that the future
orientation that began to be noticed at adolescence was
that adolescents would be more focused in the field of
education, therefore in this study, apart from paying
attention to future orientations in the field of work and
building families on the subject, the discussion will be
more focused on the field of education [8]. There is a
comparison between young adolescents with older
adolescents and young adults, such as completing
education and going to work, older adolescents are more
Advances in Social Science, Education and Humanities Research, volume 536
Proceedings of the First International Conference on Science, Technology, Engineering and
Industrial Revolution (ICSTEIR 2020)
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able than younger adolescents to talk about emotions and
be oriented towards the future, such as about hopes and
fears [9]. A study of future orientation found the tendency
of individuals to think about and consider the future
increases with age [9]. Studies of age differences in future
orientation rarely include samples with a very wide age
range. There is speculation that the future orientation of
adolescents is relatively stronger than that of adults due to
developmental changes in reward processing at puberty
and the gradual maturation and self-regulatory abilities
that last into the mid-20s [9]. Apart from age differences,
there are studies on individual differences; the relationship
between future orientation and various factors, there are
several big themes. First, individuals benefited from their
background (such as socioeconomic stats and education),
second, there was little consistent gender difference in
future orientation (eg in projections of future employment
vs family roles) [9].
In an initial interview with early-level students at the
Faculty of Psychology, University of Informatics and
Business Indonesian, it was found that students initially
wanted and tried to continue their education at other
universities but experienced many rejections so that they
made UNIBI an escape, some early-level students
admitted that they had given up after they found out they
were not accepted on the dream campus. In this problem
students have times of despair in continuing their
education because the reality is not according to plans
and expectations. Nietzel revealed that hopelessness is a
condition of hopelessness in an individual [10]. Farran,
Herth, & Popovich also revealed that the despair
experienced by early-level students consists of three
components, namely from the way of thinking, how to feel
something and how to act [10]. From the way of feeling
something despair is expressed as a feeling of emptiness,
helplessness, loss of enthusiasm. Then from the way of
thinking, someone who is desperate will be disturbed by
the way of thinking. A person will find it difficult to
realize the plans that have been prepared beforehand and
also find it difficult to anticipate problems, even not sure
that other people can help him get a solution. Early-level
students who experience hopelessness can suddenly lose
important parts of their goals, including causing a loss of
enthusiasm, and difficulty in realizing plans that have been
drawn up and how to anticipate problems which are also
part of future orientation aspects [11].
Future orientation is an effort to anticipate a promising
future. Future orientation to students is important, one of
which is because it can improve learning achievement and
can be a major influence on the progress of the Indonesian
nation if some of its adolescents are future-oriented [11].In
another definition, future orientation is the image that an
individual has about his future which can consciously be
interpreted by the individual [12]. As the results of the
research conducted by Bandura also stated that in relation
to youth achievement, it is known that the achievement of
a teenager will increase if they make a specific goal, both
long-term and short-term goals [12]. In addition,
adolescents must also make plans to achieve these goals.
Soekarno once said, "Give me a thousand old man, I will
undoubtedly pluck semeru from the roots. And give me a
young man who will shake the world”. Therefore it is
important for adolescents to start thinking about their
future, which with all their power are able to act more, and
bring hope from society for a better change.
Based on the results of a survey conducted by the
researcher, the results prove the words of Locke and Lath
man that goal-directed behavior is more effective than
goal-directed behavior [13]. Although behavior is more
effective when directed by goals, in reality not all students
have a clear goal or picture of their plans for the future.
Among the final year students of Psychology at the
University of Informatics and Business Indonesian, there
are those who already have a clear picture of their future
so that they have more motivation to carry out the plans
that have been prepared to achieve their goals. This can be
seen from being diligent in going to college, adding
reading references about the courses they take and the job
they want, and also some of them who have taken part in
an apprenticeship program at the target company or
organization where they will work later. However, some of
them do not have a clear picture of the future so they have
low motivation. This can be seen from rarely attending
college, having time to do “tipsen” (ask for manipulate his
presence to his friends), and being confused in determining
a place for KKLP (Field Work Lecture).
The future orientation possessed by early and late year
students seems to have differences, this is because
researchers assume that there are differences in the
knowledge possessed by early and late year students of
Psychology UNIBI. This in turn affects how they describe
the desired future. For this reason, this study was
conducted to determine the difference between future
orientation of students at the early and final-levels.
2. LITERATURE REVIEW
According to Nurmi, future orientation is a picture of the
future that is closely related to expectations, goals,
standards, plans, and strategies to achieve future goals
[14]. Future orientation is related to how a person thinks
and acts towards the future which includes motivation,
planning, and evaluation [4]. Future orientation is seen as
three psychological processes, namely motivation,
planning, and evaluation. The process takes place
gradually and interacts with each other. Individuals
determine their goals by considering their interests,
values, and hopes for the future. Furthermore, they will
make efforts to realize these goals by carrying out various
plans that have been made previously [4].
2.1 Motivation
The motivational stage is the initial stage of forming a
future orientation. This stage includes the motives,
interests, and goals related to future orientation. Initially,
individuals set goals based on comparisons between
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79
general motives and judgments, as well as the knowledge
they have about developments throughout the life span that
can be anticipated. Nurmi revealed that when someone has
expected something to happen in the future, knowledge
that can support the realization of these hopes is an
important basis for the development of motivation in
future orientation. The development of motivation from
future orientation is a complex process, which involves
several sub-stages, namely: first, the emergence of new
knowledge relevant to general motives or individual
judgments that give rise to more specific interests; second,
the individual begins to explore his knowledge related to
the new interest; third, determine specific goals, then
decide their readiness to make commitments containing
these goals [14].
2.2 Planning
Planning is the second stage of the process of forming an
individual's future orientation, the essence of planning is
how individuals make plans as a manifestation of their
interests and goals. The planning stage emphasizes how
individuals plan the realization of their goals and interests
in the context of the future [11].
Planning consists of three sub-stages, namely :
1. Sub-objective determination. Individuals will form a
representation of their goals and the future context in
which these goals can be realized. Both of these are
based on individual knowledge about the context of
future activities, and at the same time become the
basis for the next sub-stage.
2. Planning. The individual makes plans and sets
strategies for achieving goals in the chosen context. In
compiling a plan, individuals are required to find
ways that can lead to the achievement of goals and
determine which way is the most efficient.
Knowledge of the expected context of an activity in
the future forms the basis for this planning.
3. Carry out the plans and strategies that have been
prepared. Individuals are required to supervise the
implementation of the plan. Monitoring can be done
by comparing the goals that have been set with the
actual context in the future [11].
To assess a plan made by an individual, it can be seen
from the three components it includes, namely knowledge,
planning, and realization. Knowledge here relates to the
process of forming sub objectives in the planning process.
This planning relates to things that already exist and will
be done by individuals in an effort to realize goals.
2.3 Evaluation
Evaluation is the final dimension of the process of shaping
future orientation. This evaluation stage is the degree to
which interests and goals are expected to be realized.
Evaluation is a process that involves observing and
assessing the behavior that is displayed, as well as
providing reinforcement for yourself. So, although the
goals and future orientation planning have not been
realized, but at this stage the individual has to evaluate the
possibilities for realizing these goals and plans [11].
In realizing the goals and plans from a future orientation,
the evaluation process involves causal attributions; based
on individual cognitive evaluation of the opportunity to
control his future, and affects; related to conditions that
arise at any time and without realizing it [11].
According to Weiner, attributions to failure and success
with certain causes will be followed by certain emotions.
The Weiner model is basically used to evaluate the results
of past events. But in reality this model can also be used to
evaluate the goals and plans that individuals make for their
future [11].
3. METHODOLOGY
The research method used in this research is qualitative
study with future orientation variable from Nurmi. This
research was conducted to see the difference of future
orientation between early and final year of psychology
student at UNIBI [11]. Research procedure using case
studies. The purpose of the case study research is to
provide descriptions, test theories, and generate theories.
The data collection instrument used was an interview
which was conducted on 4 participants with the criteria of
2 early-level psychology students and 2 final-level
psychology students who were active students at UNIBI.
Initials of 2 early-level psychology students are P and S.
And initials of 2 final-level psychology students are Q and
N. The sampling technique is used purposive sample. The
research result will be analysed in a qualitative way,
including by reviewing the literature that relate to data and
analysis by looking for patterns of connection between
theory and data obtained.
4. RESULTS AND DISCUSSION
Based on the results of surveys in the field it is known that
today millennia’s dominate the creative business in
Bengkulu city with an average of almost 80% of the 707
existing creative industries. The creators of this creative
industry are average in the age of 20 to 40 years. A
country will prosper if it has at least 2% entrepreneurs of
the total population [12].
According to Nurmi, future orientation is a picture of the
future that is closely related to expectations, goals,
standards, plans, and strategies to achieve future goals
[14]. Future orientation is related to how a person thinks
and acts towards the future which includes motivation,
planning, and evaluation [4]. Future orientation is seen as
three psychological processes, namely motivation,
planning, and evaluation. The process takes place
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gradually and interacts with each other. Individuals
determine their goals by considering their interests, values,
and hopes for the future. Furthermore, they will make
efforts to realize these goals by carrying out various plans
that have been made previously [4]. Future Orientations
have three sub-stages, namely as follows:
The future orientation of early-level students shows that:
1. Motivation
Motivation is the initial stage of future orientation
formation, motivation has 3 stages, namely: motive,
on subject S and subject P the motive that is built is a
motive within them self, the motivation obtained by
S includes social support, especially from the family.
This is based on the subject's statement regarding the
freedom of choice that his parents always give him.
The greatest support in the home environment is
parents, children can develop the ability to take
initiatives, develop their abilities, make decisions
and learn to be accountable [8]. Future orientation
has a positive relationship with parents [6]. As has
been documented in several studies that various
protective parenting styles such as parental support,
family discussions, parental involvement,
authoritative parenting and openness affect children's
future orientation. [6]. With the initial capital,
namely the freedom of choice given by his parents,
subject S can explore and find his own interests and
goals he wants to achieve in life. Based on the
objectives, subject S initially has general goals,
namely to benefit for others and to make parents
happy in fulfilling this big goal based on the
knowledge and personal assessments obtained about
the field of psychology from the teacher, so that
subject S can determine specific goals, namely to
become a clinical psychologist. He obtained the
same process so that subject S also aims to become
an entrepreneur.
Based on the results of the interview, Subject P
began to set goals because his previous dream could
not be realized, subject P had an interest in figures
such as Deddy Corbuzier about how to educate
children and Asma Nadia in terms of caring. where
subject P finally got a similar interest to be his goal
in the future, namely to be deep in the field of
Educational Psychology and become a writer.
2. Planning
Planning (affective), in the second stage of the future
orientation process which is the essence of planning
in the theory of the future orientation formation
process is that individuals plan the realization of
their goals and interests in the future context [11].
With regard to future orientation and objectives, A
person with a broader time-frame may focus more on
long-term outcomes such as from an education to
achieving a career, rather than a short-term
orientation toward an immediate value. Conversely,
when time is considered limited, goals are oriented
more towards emotionally satisfying and enjoyable
things like dinner with friends than the knowledge-
related (learning) motives required for work. In the
results of the interview, the two subjects had sub-
objectives including being organized and having a
minimum IP target of 3.00. The plan made was also
quite realistic, namely learning and starting to join
on organization, subject P added taking part in the
competition as part of his plan. In addition, the two
subjects have not made more specific plans that lead
to their respective goals. According to the theory of
nurmi planning consists of 3 sub-stages, in the first
stage the sub-goals are formed from the results of the
representation of the individual's goals. In this case
the two subjects make sub-goals that are more
representative of the completion of college with
good grades (which can be capital to continue to the
next level) and develop social skills by organizing,
the sub-goals that have been made are not specific to
the field of psychology which is the goal of each
subject. This can happen because there is not much
knowledge about the related field, such as one of the
expressions of subject P which says that "for now it
will only follow the course of the lecture".
The second stage is planning, because there are
limitations in making sub objectives that are more
specific to the target field so that the plans made tend
to be general. And in the last stage, namely
supervision, because previously the plans made
included short-term plans, the subject made
appropriate supervision, namely every semester for
IP results and every year for organizational
management.
3. Evaluation
At the final stage of the process of forming a future
orientation, namely evaluation. This stage is carried
out even though the goals and plans have not been
realized as an evaluation of the possibilities that
occur. The evaluation process involves, namely:
causal attributions (based on individual cognitive
evaluations of the opportunities they have) Cognitive
evaluation of the two subjects is based on a strong
optimistic feeling about the opportunities they have
in realizing their goals. affects (related to the
condition that occurs at any time). The answer of the
two subjects in anticipation of the possibility that bad
happens to their goal is to continue with another
goal, as in subject S, if not a clinical psychologist or
entrepreneur, subject S will do anything as long as it
remains useful for others and can make his parents
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happy. Meanwhile, subject P will focus on becoming
a writer if he cannot work in the field.
Educational Psychology. For short term plans the
subject S says will try to fix it if they encounter
problems while subject P will make an evaluation
before returning to continuing the plan that has been
compiled. To deal with problems caused by failure,
subject S tries to find another motivation, while
subject P will withdraw to reflect before starting
over.
Future orientation in final-levels students found that:
1. Motivation
At the motivation stage, Q has motive for entering
Psychology Major. The motives is to get a job
provision and she may apply it in her daily life. Q
said, “In my opinion, the knowledge can be used for
personal use if I do not work later.” This motive
emerged after Q received psychology lessons at her
Islamic boarding school in Garut. That psychology
lessons are part of the counceling there. Psychology
lessons that she got were about adolescent
development and developmental tasks of adolencent.
She also got career guidance to prepare for after
graduating from there.
By getting psychology lessons, there was an interest
in continuing her education in the psychology study
program.
After deciding to continue her education by studying,
Q actually received invitations from several
universties, but the study programs are did not match
with what she wanted. And she was rejected all of
them and entered University of Informatics and
Business Indonesia in the Psychology study program.
After Q entered Psychology Studi program and
learned about psychology, she is interested in
pursuing the field of Educational Psychology. It is
evidenced by her good grades in educational
psychology courses. After graduating from the
Psychology Study Program, Q wants to become
Counseling Guidance (BK) teacher. But if this year
she graduates, she also wants to register first in the
CPNS Test to enter the State Civil Service Agency
(BKN) section. Q said that in BKN there are eight
formations and it is possible for psychology graduate
to enter. If Q does not pass the CPNS Test, Q will
register as a counseling teacher at school. What the
subject sees from her job as a teacher is that her
working hours are not too dense and that is what the
subject wants. The subject assumed that the woman’s
goal was not to work for herself, but only to help her
husband in the future. And the subject is also not too
focused to work.
In making a commitment to this goal, the subject has
prepared several plans, namely preparing for the
CPNS test list and also preparing to become a BK
teacher. To take the CPNS Test the subject has
studied the questions for the CPNS test, bought books
and also arranged a schedule for studying the CPNS
test. To become a guidance and counseling teacher,
the subject at the time PKL took the educational
setting at SMPN 13 Kota Bandung so that the subject
studied starting from how the student admission
process, student data collection and so on. In addition,
the subject is also looking for job vacancies, and also
the subject has been offered by teachers related to job
vacancies.
On subject N, he explained that his motive for
continuing his education at the Psychology Study
Program was that the subject wanted to know himself
better. In addition, it is also influenced by a story
from a senior from school who entered the
Psychology Study Program, which explains how good
it is to be a Psychology student.
Subject N has an interest in several fields of
Psychology, namely Clinical Psychology,
Developmental Psychology and Educational
Psychology. The reason subject N has an interest in
the fields of Clinical Psychology and Developmental
Psychology is because the subject has strong
memorization skills and is happy with material that
has a lot of theories and terms to memorize. And the
reason the subject is interested in the field of
Educational Psychology is that it can be used for work
and also to educate their children later after building a
household.
In line with his interest in Educational Psychology,
subject N has a goal after graduating from the
Psychology Study Program to work in the field of
Education. However, it is possible to work in the field
of Clinical or Developmental Psychology. However,
the subject only explained his general purpose to
work in the three fields and did not specify his
profession. Because the subject assumes that the
profession which is still included in these three fields
will be pursued if indeed his fortune is there.
2. Planning
At the planning stage, subject Q has been looking for
information about BKN and has also become a
counseling teacher. The subject explained that what
he knew about BKN was a government agency and
graduates of the Psychology Study Program could
work there. The interesting thing is that there is a
great opportunity to become a civil servant. To get
into the State Civil Service Agency is not easy; the
subject must take a series of tests with many
competitors. Because the competitors are not only
graduates of the Psychology Study Program. Job
opportunities at BKN are very large. Psychology
Study Program graduates can enter and hold positions
in one of the eight existing positions or fields. Among
them are the fields of HR and Analysis.
The subject also explained that the guidance and
counseling teacher is a profession in the world of
education that Psychology students can participate in.
The interesting thing according to the subject of this
profession is that not many counseling teachers are
psychology graduates. The phenomenon encountered
by the subject is that to become a BK teacher, the
registration or recruitment process is the same as
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being a teacher in general. Not infrequently the
subjects also find teachers in other subjects who are
also counseling teachers. For job opportunities, so far
the subject has seen several job vacancies that require
a counseling teacher position.
On the subject N, he has been looking for information
and relationships to make it easier for him to work in
the three fields of interest to him, namely Educational,
Clinical and Developmental. In addition, the subject
also spends at least one day a week to study
Educational Psychology. However, the subject does
not yet have a detailed planning related to its purpose
for work. The subject explained that maybe the
subject would have a detailed plan after registering to
enter one of the Psychology bureaus.
3. Evaluation
In the evaluation stage, after the subject Q has carried
out activities related to achieving his goals, he sees
his progress and sets the next target in the short term,
which is one day. subject Q rechecked each job and
made schedule adjustments when his plans collided
with other urgencies, such as writing a thesis. The
subject will only practice the CPNS test questions in
between the time to prepare a thesis.
The subject assumes that all the processes he has done
support him to achieve his goals. And although the
goal in this work is not achieved, according to the
subject Q it does not matter. Because according to
him, the main thing for a woman is to take care of her
husband and children. The subject also did not
mention things that should be updated from his plans
and efforts because the subject thought that he had not
experienced his plan failed or unexpectedly. And still
be overcome.
According to subject N, what must be evaluated is its
seriousness. In this case it is only up to the learning
process. The subject feels that he should be more
active in studying his / her area of interest. Because
subject N has not set a detailed plan to achieve its
goals in career.
5. CONCLUSION
Overall, the future orientation of early-level UNIBI
Psychology students, the dimensions of motivation that are
built are quite strong which are related to motives,
interests and goals. Planning that is arranged realistically
to achieve goals in early-level students tends to be general
and not specific, where the subject's goals are more closely
related to motives and interests than exploration of the
goals themselves. From the stage of strong motivation and
planning that is not specific yet leads to evaluation goals.
The purpose of the evaluation that was made was also
about short-term planning that was not specific to the goals
of each subject. However, in the long-term evaluation both
subjects had a backup plan in case of failure.
Future orientation of final year UNIBI Psychology
students, on the dimension of motivation, between the
motives, interests, and goals of the subject are connected
to each other. The motives, interests, and goals of the two
subjects are still linear. What makes the difference is that
Q's subject has specific goals, namely to enter the State
Civil Service Agency and another goal is to become a BK
teacher. Meanwhile, subject N still does not have a
specific job objective, but wants to work in the field of
education.
At the planning stage, subject Q has knowledge of the
work for which it is intended. The subject knows what will
be done when the subject achieves the job. Subjects are
also able to describe the plans they have compiled step-by-
step and realistically to achieve. The subject also makes a
commitment to carry out his plans.
Subject N has knowledge of what he would do if he
worked in clinical, developmental or educational fields in
general. The subject does not yet have a planning
description of what he will do to achieve his goals. Apart
from the fact that the new subject N only has a general
goal of what field he wants to do and has not reached a
specific job, subject N also said that the plan might be
drawn up after the subject registers himself in a
Psychology bureau.
In the evaluation stage, subject Q re-checks each work and
makes adjustments to the schedule when the plan collides
with other urgencies, such as writing a thesis. The subject
will only practice the CPNS test questions in between the
time to compile a thesis. So far, the subject felt that there
was no plan that was not in accordance with what he
expected. Because the subject always makes a timeline
every day to arrange what he has to do that day.
On the subject of N, according to him, what should be
evaluated is its seriousness. In this case it is only up to the
learning process. The subject feels he should be more
active in studying the field of interest to him. Because
subject N has not set a detailed plan to achieve its goals in
career.
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