Academic achievement and the self-regulation of study time: Quantitative and qualitative dimensions.
Item
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Title
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Academic achievement and the self-regulation of study time: Quantitative and qualitative dimensions.
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Identifier
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AAI9807954
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identifier
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9807954
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Creator
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Kovach, Robert William.
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Contributor
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Adviser: Barry J. Zimmerman
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Date
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1997
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Cognitive | Psychology, Behavioral
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Abstract
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Previous research has documented the significance of self-regulation in learning acquisition. The purposes of the present study were threefold: (1) to narrow the focus of self-regulation specifically to students' time management strategies; (2) to test the relationship between students' time use and their self-efficacy perceptions; and (3) to test the relationship between quantitative and qualitative time management dimensions.;Quantitative time management was operationally defined as the use of strategies to allocate time for studying or to improve the rate of one's learning. Qualitative time management was defined operationally as the use of strategies to improve the degree or depth of one's learning. To minimize socially desirable responses, data were obtained by means of an open-ended, structured interview. Teacher ratings of students' time management practices were employed to validate interview data.;Fifty tenth-grade students answered questions regarding their methods of time use across a range of learning contexts. It was found that high-achievers used significantly more quantitative and qualitative time management strategies than did low-achievers. As predicted, high-achievers surpassed low-achievers in their perceived self-efficacy to manage time.;Additionally, self-efficacy measures correlated with time management measures, and there was a strong association between students' self-reported time use practices and teacher ratings of students' time management. Lastly, quantitative and qualitative time measures were found to be positively and significantly correlated. Implications of these findings were discussed.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
