Author:
Brady Anna C.,Wolters Christopher A.,Yu Shirley L.
Abstract
Time management is one central aspect of students’ self-regulated learning. In addition, biased time estimation seems to be central to students’ self-regulation of their time. In this study, we explored college students’ time estimation bias. In addition, we were interested in whether the activation of task beliefs influenced students’ time estimation bias and how specific beliefs about task difficulty influence time estimation bias. Findings suggested that students tended to demonstrate bias in their estimations of the time their academic tasks would take. Additionally, the activation of task beliefs did not influence students’ time estimation accuracy. Finally, both prior task difficulty and anticipated difficulty influenced students’ time estimation bias. These findings highlight the complexity of students’ time estimation bias and point to the opportunities for future directions.
Reference31 articles.
1. It’s about time: new perspectives and insights on time management;Aeon;Acad. Manag. Perspect.,2017
2. The role of learning in remembered duration;Boltz;Mem. Cogn.,1998
3. Temporal concepts and predicted duration judgments;Boltz;J. Exp. Soc. Psychol.,2010
4. An analysis of transformations;Box;J. R. Stat. Soc. Series B Methodol.,1964
5. When plans lead to optimistic forecasts;Buehler,2015
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献