During the past decade, research on the constructive learning process has been conducted mainly from two perspectives: student approaches to learning (SAL) and self-regulated learning (SRL). The SAL perspective has highlighted the role of learning conceptions with respect to other topics involved in constructive learning processes, whereas recently the SAL perspective has emphasised the effects of the future time perspective (FTP) and self-efficacy beliefs about these topics. Based on these two lines of research (SRL and SAL), using path analysis, we explored the direct and indirect effects of FTP and learning conceptions on self-efficacy, metacognitive strategies, effort and academic performance. Likewise, we identified some patterns that combine specific factors related to these variables. Participants in the present study were 100 (84% females, 16% males) Spanish fourth year university students enrolled in the Social Sciences Degree Programme. The ages of the students ranged from 18 to 49 (M = 22.02; SD = 3.68) and their participation was voluntary and anonymous. Likert-scale inventories were used to obtain data from students: FTP; learning conceptions; metacognitive strategies scale; and self-efficacy beliefs for SAL. On the one hand, the path analysis showed interesting indirect and direct relationships between topics with regard to key constructs of each of these research perspectives (SRL/SAL). However, these results do not coincide with the body of knowledge about FTP. On the other hand, results obtained using cluster and discriminant analysis revealed three specific patterns: a meaning orientation to learning and the future, a reproductive orientation to learning and the present, and an unusual pattern explained by the influence of historical-cultural characteristics on learning practices in educational contexts. We consider that this last pattern presents relevant implications for educational practice.