Document Type

Article

Publication Date

10-24-2022

Publication Title

Frontiers in Educational Psychology

DOI

10.3389/fpsyg.2022.925812

ISSN

1664-1078

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.

Comments

Copyright © 2022 Brady, Wolters and Yu. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms

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