Supporting College Learners' Study Time Calibration: Relations to Course Achievement and Self-Regulated Learning Skills

Autor/inn/en	Follmer, D. Jake; Patchan, Melissa; Spitznogle, Robin
Titel	Supporting College Learners' Study Time Calibration: Relations to Course Achievement and Self-Regulated Learning Skills
Quelle	In: Journal of College Reading and Learning, 52 (2022) 2, S.75-96 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Follmer, D. Jake)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2033646
Schlagwörter	Time Management; Study Habits; Metacognition; Intervention; Behavior Change; Scores; Prediction; Goal Orientation; Barriers; Academic Achievement; Teaching Methods; Student Behavior; Rating Scales; Undergraduate Students; Grade Point Average; Learning Activities + Suchen Sie Ihr Suchwort? Zeitmanagement; Study behavior; Study behaviour; Studienverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Vorhersage; Zielorientierung; Zielvorstellung; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; Rating-Skala; Lernaktivität
Abstract	Planning for and evaluating study behaviors are key regulatory skills that present considerable challenge for college learners. This study examined the utility of a targeted intervention tool intended to promote college learners' study time calibration. Through implementation of a weekly, reflective activity, we examined improvement in learners' study time calibration over time as well as the contributions of students' initial study time calibration to their end-of-course study time calibration, course performance, and self-regulated learning skills. Students' study time calibration scores improved across the college success strategies course. Students' mid-course study time calibration predicted their end-of-course study time calibration and course performance. Students' end-of-course study time calibration also predicted their reported goal-setting skills after controlling for their prior regulatory skills. Recommendations for future research and practice are described. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01