Investigating Time Estimation from a Self-Regulated Learning Perspective

Simple item page
dc.contributor.authorBahena-Olivares, Leslie Michelle
dc.contributor.supervisorWon, Sungjun
dc.contributor.supervisorHadwin, Allyson
dc.date.accessioned2022-07-18T22:24:28Z
dc.date.copyright2022en_US
dc.date.issued2022-07-18
dc.degree.departmentDepartment of Educational Psychology and Leadership Studiesen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe 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.description.scholarlevelGraduateen_US
dc.identifier.bibliographicCitationHadwin, 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.2022.813529en_US
dc.identifier.urihttp://hdl.handle.net/1828/14072
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectSelf-Regulated Learningen_US
dc.subjectTime managementen_US
dc.subjectUndergraduate studentsen_US
dc.subjectStudy sessionsen_US
dc.titleInvestigating Time Estimation from a Self-Regulated Learning Perspectiveen_US
dc.typeThesisen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Bahena-Olivares_LeslieMichelle_MA_2022.pdf
Size:
641.19 KB
Format:
Adobe Portable Document Format
Description:
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
2 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Electronic Theses and Dissertations (ETD)
Theses (Educational Psychology)
 
University of Victoria Libraries

We acknowledge and respect the Lək̓ʷəŋən (Songhees and Esquimalt) Peoples on whose territory the university stands, and the Lək̓ʷəŋən and W̱SÁNEĆ Peoples whose historical relationships with the land continue to this day.