Three educational stages were compared in order to clarify the development of self-change intentions during adolescence. Aspects of self-change intention are hypothesized, on the basis on previous studies, to develop in 3 possible ways: 1) from present-focused to past-focused and future-focused, 2) from fantastic to realistic, or 3) from dependent to independent. In this study, a questionnaire survey was conducted with adolescents in junior high school ( n ＝353), high school ( n ＝375), and college ( n ＝400). They responded to items of intention for self-change. Confirmatory factor analysis showed that factor structure of self-change intention was consistent among three educational stages. An ANOVA showed the mean levels of some aspects were different from educational stages. Moreover, those aspects could be interpreted along 2 axes: 1) future-focused-past-focused and 2) fantastic-realistic. Results showed both future-focused and realistic aspects increase with educational stages. These findings support first 2 hypotheses mostly and suggest that the development of self-change intentions occurs with the expansion and differentiation of time perspective.