<![CDATA[Vocational high school (SMK) students are susceptible to declining positive affect because of the high academic and vocational demands they face simultaneously. Low positive affect can dampen learning enthusiasm, increase anxiety, and diminish students' self-confidence in meeting vocational education requirements. Previous research indicates that various factors influence positive affect; however, studies examining the simultaneous predictive roles of internal and external factors remain relatively limited. This study aimed to examine the roles of teacher support and future time perspective as predictors of positive affect among vocational high school students in Yogyakarta City, analyzing them both simultaneously and individually. This quantitative survey-based study involved 403 vocational high school students in Yogyakarta City, selected via multistage cluster random sampling. We collected data using the Positive Affect subscale of the PANAS, the Perceived Academic Teacher Support Scale, and the Future Time Perspective Scale. We analyzed them using multiple linear regression in Jamovi version 2.3.28. Teacher support and future time perspective significantly predicted positive affect simultaneously (F=65.1; p=0.001), with an R² of 0.246. Individually, teacher support had a significant effect (?=0.442; t=9.93; p=0.001), as did future time perspective (?=0.148; t=3.33; p<0.001); both were significant predictors, with teacher support making a larger contribution. Together, the two variables explained 24.6% of the variance in positive affect, with teacher support as the stronger predictor. These findings highlight the importance of teacher support and the strengthening of future time perspective in fostering positive learning experiences for vocational high school students.]]>
