This research paper explores how engineering doctoral students' experiences influence development and utilization of future time perspective towards degree completion. Engineering doctoral programs serve to generate innovative engineers motivated to solve global problems. However, engineering graduate programs are plagued by high attrition rates and low minority enrollment. These problems limit the creation of diverse role models and solutions in engineering. Despite these persistent problems, few studies have sought to understand how engineering doctoral students' (EDS) experiences foster development of affective traits such as motivation and identity. For example, education studies have shown the positive influence of motivation on undergraduate student development of learning strategies and persistence through their degree programs. Previous work in engineering has shown how undergraduate student perceptions of the future and goal-setting processes can positively or negatively influence the development self-regulated learning and persistence on problem-solving tasks.
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