scholarly journals Are Mastery-Oriented College Students Better Time Managers?

2021 ◽  
Author(s):  
Miriam Romero ◽  
James F. Juola ◽  
Cristina Casadevante ◽  
José Manuel Hernández ◽  
José Santacreu
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
Time Management ◽  
Accurate Information ◽  
Learning Models ◽  
Subjective Measures ◽  
Significant Relation ◽  
Self Regulated Learning ◽  
Self Reports ◽  
Objective Tests

AbstractGoal orientation and time management have been major components of most self-regulated learning models. They are also especially relevant for adaptative outcomes in the field of education. Goal orientation and time management have traditionally been measured through self-reports, and, although few studies have explored both variables, a positive and significant relation between them has been reported. However, it has been questioned whether people can provide accurate information about their own behavior. Therefore, there is a need for new and less subjective measures to assess these variables. In the present work, we administered objective tests to study goal orientation and time management to expand upon previous findings. Results indicated that goal orientation and time management measured objectively show a positive and significant relation. Mastery-oriented students manage their time more efficiently. Performance-oriented students tend to complete activities with lower values and initiate more task interruptions, resulting in less efficient time management.

scholarly journals Goal Setting and MOOC Completion

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Erwin Handoko ◽  
Susie L. Gronseth ◽  
Sara G. McNeil ◽  
Curtis J. Bonk ◽  
Bernard R. Robin
Keyword(s):  
Goal Orientation ◽  
Student Performance ◽  
Goal Setting ◽  
Time Management ◽  
Causal Attribution ◽  
Course Completion ◽  
Learning Context ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Performance

Despite providing advanced coursework online to learners around the world, massive open online courses (MOOCs) have had notoriously low completion rates. Self-regulated learning (SRL) frames strategies that students can use to enhance motivation and promote their engagement, persistence, and performance self-monitoring. Understanding which SRL subprocesses are most relevant to the MOOC learning context can guide course designers and instructors on how to incorporate key SRL aspects into the design and delivery of MOOCs. Through surveying 643 MOOC students using the Online Self-Regulated Learning Questionnaire (OSLQ), the present study sought to understand the differences in the use of SRL between those who completed their course and those who did not. MOOC completers were found to have significantly higher applications of one SRL specific subprocess, namely goal setting. Additional SRL subprocesses of task interest/values, causal attribution, time management, self-efficacy, and goal-orientation also emerged from an analysis of open-ended responses as key contributors to course completion. The findings from this study provide further support regarding the role of SRL in MOOC student performance and offer insight into learners’ perceptions on the importance of SRL subprocesses in reaching course completion.

scholarly journals Measurement Invariance of the Learning and Study Strategies Inventory-Second Edition (LASSI-II) across Gender and Discipline in Egyptian College Students

2020 ◽  
Vol 20 (2) ◽  
pp. 32-49
Author(s):  
Mohammed A. A. Abulela ◽  
Ernest C. Davenport Jr
Keyword(s):  
College Students ◽  
Goal Orientation ◽  
Measurement Invariance ◽  
Learning Strategies ◽  
Time Management ◽  
Study Strategies ◽  
Future Research ◽  
Measurement Instruments ◽  
Adopted Model ◽  
Learning And Study Strategies

Validating the intended interpretations and proposed uses of tests scores is paramount for making valid inferences in educational and psychological research. Ascertaining measurement invariance for measurement instruments is an assumption for comparing means. If measurement invariance does not hold for groups of interest, comparison of means will be invalid since making valid inferences presupposes that the instrument measures the same construct across subgroups. One of the most widely used instruments for measuring learning strategies for college students is the Learning and Study Strategies Inventory (second edition). The inventory has 10 subscales namely, information processing, selecting main ideas, test strategies, anxiety, attitude, motivation, concentration, self-testing, study aids, and time management with eight items for each subscale. Although it is stated that the learning and study strategies inventory is internationally adopted to measure students’ use of learning and study strategies, little is known about its measurement invariance across gender (males/females) and discipline (science/humanities) in Egyptian college students. The authors utilize an adapted Arabic version of the Learning and Study Strategies Inventory administered to 522 Egyptian college students to investigate if the adopted model has measurement invariance across gender (males/females) and discipline (science/humanities). Results revealed that the effort-related activities, goal orientation, and cognitive activities model was confirmed for these students. Using multiple-group confirmatory factor analyses, results also showed that the factorial structure of the adopted model had partial measurement invariance across gender and full measurement invariance across discipline. Centers for teaching and learning at universities can use the validated instrument to measure students’ learning and study strategies across gender and discipline. More implications and suggestions for future research were also addressed.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

Sign in / Sign up

Export Citation Format

Share Document