Brady Anna C, Wolters Christopher A, Yu Shirley L
Department of Curriculum, Foundations, and Reading, College of Education, Georgia Southern University, Statesboro, GA, United States.
Dennis Learning Center, Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, OH, United States.
Front Psychol. 2022 Oct 24;13:925812. doi: 10.3389/fpsyg.2022.925812. eCollection 2022.
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.
时间管理是学生自主学习的一个核心方面。此外，有偏差的时间估计似乎是学生自我时间管理的核心。在本研究中，我们探究了大学生的时间估计偏差。此外，我们还关注任务信念的激活是否会影响学生的时间估计偏差，以及关于任务难度的具体信念如何影响时间估计偏差。研究结果表明，学生在估计学术任务所需时间时往往会表现出偏差。此外，任务信念的激活并未影响学生的时间估计准确性。最后，先前的任务难度和预期难度都会影响学生的时间估计偏差。这些发现凸显了学生时间估计偏差的复杂性，并指出了未来研究方向的机会。
