Internet and Higher Education, 12, 146 – 151. Academic motivation and self-regulation: A comparativeĪnalysis of undergraduate and graduate students learning online. Journal of College Student Development, 61(1), 67 – 83. Learning characteristics of first-generation college students. Impact of time management behaviors on undergraduateĮngineering students’ performance. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.Īdams, R. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted.Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.This work is licensed under a Creative Commons Attribution 4.0 International License. Keywords: Time management, self-regulated learning, college teaching, instructor-implemented interventions Results support the use of instructor-implemented interventions to improve college student time management. Post-intervention time management behavior was also positively correlated with final course grades. However, students in the introductory course experienced a significant increase in post-intervention time management behavior. No significant post-intervention differences in time management behavior were found between the intervention conditions. Students in both interventions also submitted either a weekly schedule and time management goals (Schedule and Goals) or only a weekly schedule (Schedule Only) on their course Learning Management System for 8 weeks. Students in the Schedule Only intervention were only shown how to use the scheduling strategy. Students in the Schedule and Goals intervention were taught about the usefulness and importance of time management and shown how to use scheduling and goal setting strategies. This study empirically tested two multicomponent interventions targeting time management in undergraduates enrolled in introductory and upper-level psychology courses. Time management difficulties are prevalent among undergraduate students and very few practical and effective instructor-implemented interventions exist.
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