Investigating Time Estimation From a Self-Regulated Learning Perspective

• In Event: Self-Regulated Learning Processes

Abstract

We investigated university students’ time estimation accuracy from a self-regulated learning
perspective. Specifically, we examined students’ goal quality and self-efficacy beliefs as
predictors of time estimation accuracy at two time points over a semester. Our results showed
that more than 50% of students underestimated or overestimated their time to complete goals.
Results of multinomial logistic regression analyses demonstrated that goal quality and self-efficacy
served as significant predictors of students’ time estimation accuracy. Students were
more likely to make underestimations rather than be accurate if their goal included a standard
and perceived higher goal difficulty. In addition, students were more likely to be accurate than
overestimating time if they perceived higher goal difficulty and reported higher self-efficacy.

Authors

• Michelle Bahena, University of Victoria

• Sungjun Won, Gongju National University of Education