Investigating Time Estimation from a Self-Regulated Learning Perspective

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dc.contributor.author Bahena-Olivares, Leslie Michelle
dc.date.accessioned 2022-07-18T22:24:28Z
dc.date.copyright 2022 en_US
dc.date.issued 2022-07-18
dc.identifier.uri http://hdl.handle.net/1828/14072
dc.description.abstract The present study investigates university students’ time estimation accuracy from a Self-Regulated Learning perspective. Specifically, the study examines students’ goal quality, competence for goal completion, and perceptions of goal difficulty as predictors of time estimation accuracy for single study session at three points over a semester. An additional goal of this study was to investigate the relationship between time estimation accuracy and students’ reported goal completion. Results show that more than 50% of students underestimated or overestimated their time to complete goals at every time point over the semester. Results of multinomial logistic regression analyses demonstrated that perceived goal difficulty was a predictor of underestimation at the middle and at the end of the semester, competence for goal completion predicted time estimation accuracy at the beginning of the semester, and goal quality was not a significant predictor of time estimation accuracy at any point in the semester. Lastly, students who overestimated the time spent in their study sessions were less likely to attain their goals. These results provide empirical evidence of the prevalence of misestimation during individual study sessions guided by goals created by students for course-relevant tasks and partial support to theoretical principles of SRL, which consider task perceptions and goal setting as determinants of the learning process. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject Self-Regulated Learning en_US
dc.subject Time management en_US
dc.subject Undergraduate students en_US
dc.subject Study sessions en_US
dc.title Investigating Time Estimation from a Self-Regulated Learning Perspective en_US
dc.type Thesis en_US
dc.contributor.supervisor Won, Sungjun
dc.contributor.supervisor Hadwin, Allyson
dc.degree.department Department of Educational Psychology and Leadership Studies en_US
dc.degree.level Master of Arts M.A. en_US
dc.identifier.bibliographicCitation Hadwin, A.F., Sukhawathanakul P., Rostampour R., Bahena-Olivares L. M. (2022) Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning? Frontiers in Psychology (13) doi=10.3389/fpsyg.2022.813529 en_US
dc.description.scholarlevel Graduate en_US
dc.description.embargo 2023-06-27

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