College Students’ Time Management: a Self-Regulated Learning Perspective

Exploring self-directed learning readiness and related factors: the role of time management skills in nursing students

BACKGROUND

Previous studies have reported varying levels of self-directed learning readiness and time management skills among nursing students, and the relationship between these two skills has not been extensively explored. Consequently, this study aimed to assess self-directed learning readiness and its influencing factors, with a specific emphasis on the role of time management skills among nursing students.

METHODS

This cross-sectional study involved the participation of 110 undergraduate nursing students who were conveniently recruited for the research. The data collection tools included a demographic information form, Fisher's Self-Directed Learning Readiness questionnaire, and the Time Management Inventory developed by Britton and Tesser. The collected data were analyzed using STATA-14 statistical software.

RESULTS

The findings revealed that 96.4% of the nursing students demonstrated readiness for self-directed learning. The mean overall score for self-directed learning readiness was 162.3 ± 6.1 out of 200, indicating a relatively high level of readiness. The mean score for time management skills was 98.1 ± 5.0 out of 135, suggesting satisfactory proficiency in this area. In terms of the relationship between self-directed learning readiness and its associated factors, time management skills, academic probation history, grade point average, place of residence, and level of interest in the field of study collectively accounted for 9.2% of the variance in self-directed learning readiness. Among these factors, academic probation history, grade point average, and place of residence emerged as statistically significant predictors (P < 0.05).

CONCLUSIONS

The study findings indicate that the level of self-directed learning readiness and time management skills among the nursing students were considered acceptable. Academic probation history, grade point average, and place of residence emerged as significant predictors of self-directed learning readiness. These results highlight the importance of considering students' academic background and living conditions to effectively enhance their level of self-directed learning readiness. Further research is recommended to explore additional factors that may influence self-directed learning readiness among nursing students.

Getting it right takes time: response time and performance in secondary school students

The relation between response time and performance in cognitive tasks is increasingly evident. In the present study, we analyzed the effect of participants' spontaneous speed when responding to a mental rotation task. We carried out a data reanalysis from a previous study where a training of 3 practice sessions of 100 trials each was applied. The procedure was applied to a sample of 21 high school students (11 boys, 10 girls). The relation between response time and performance (hits) across the training trials was analyzed. In addition, we carried out a regression analysis of performance on the learning task as a function of response time on that same task, as well as with the score on two previously applied tests of spatial intelligence and fluid intelligence. Results showed, (a) a significant relationship (r = 0.624) between response time and hits, (b) that the group of participants with longer response times performed better; (c) that participants' response time explained most of the variance of their score on the training task in the regression analysis, although spatial and fluid intelligence scores improved the prediction of performance. Our results suggest that the reflective style achieves greater performance in solving spatial tasks, which could have important practical implications to promote a slower and more reflective style when solving school tasks with spatial components.

Explaining the changes in procrastination in an ACT-based course - psychological flexibility and time and effort management as mediators

Introduction

The aim of our study is to explore the relationship between procrastination, time management skills and psychological flexibility and the changes in them during an Acceptance and Commitment therapy (ACT)-based course that included time management training. We also explored the effects of time management skills and psychological flexibility on procrastination. The study used an experimental design in an ACT-based well-being course that included time management training.

Methods

The participants were 109 students taking the course and 27 waiting list students. Analyses were conducted with Pearson correlation, mixed ANOVA and causal mediation analysis.

Results and discussion

Our results show that time management skills, psychological flexibility and procrastination were related to each other, and all changed during the course. In addition, change in both time management and psychological flexibility had an impact on the change in procrastination during the course. The results show that both time management and psychological flexibility influence the change in procrastination during an ACT-based course.

The relationship between mobile phone addiction and time management disposition among Chinese college students：A cross-lagged panel model

Previous research has identified a negative association between mobile phone addiction and time management disposition among college students; however, the direction of this relationship remains divergent. This study utilized a cross-lagged panel model to elucidate the directionality of the relationship between mobile phone addiction and time management disposition. A total of 466 college students completed two measures at seven-month intervals. The findings revealed a prevalence of mobile phone addiction at 10.94 % and 13.73 % in the two surveys. Notably, both mobile phone addiction and time management disposition demonstrated stability over time. Furthermore, a discernible negative bidirectional relationship was observed between the two. The present findings underscore the importance of timely intervention for college students facing challenges in mobile phone usage and time management.

A structural equation model of online learning: investigating self-efficacy, informal digital learning, self-regulated learning, and course satisfaction

Introduction

English as a Foreign Language (EFL) education increasingly relies on online learning, necessitating a nuanced understanding of crucial factors impacting learning experiences. This research investigates the intricate relationships among online learning self-efficacy, online self-regulated learning, informal digital learning of English (IDLE), and online course satisfaction within the unique context of EFL learners.

Methods

The study involved 563 intermediate college students from various national universities in China. Structural Equation Modeling (SEM) was employed to analyze the data, providing comprehensive insights into the relationships among the identified variables.

Results

The results revealed significant insights. Both online learning self-efficacy and IDLE exhibited direct and positive influences on online course satisfaction. Furthermore, the study uncovered that online self-regulated learning acted as a partial mediator in the connection between online learning self-efficacy and IDLE with online course satisfaction. This mediation implies that learners' self-regulatory behaviors significantly affect how self-efficacy and informal digital language learning experiences impact overall satisfaction with online courses.

Discussion

The findings highlight the pivotal role of nurturing learners' self-efficacy beliefs, fostering IDLE, and promoting effective self-regulated learning strategies in the realm of online language learning. These initiatives are instrumental in enhancing learners' satisfaction and success in online courses.

Conclusion

The implications of these findings for EFL instruction are substantial. By emphasizing the importance of self-efficacy, IDLE, and self-regulated learning strategies, educators can significantly contribute to creating more satisfying and successful online learning experiences for EFL students.

Time management practice and associated factors among employees working in public health centers, Northwest Ethiopia: a mixed method study

BACKGROUND

While progressing towards universal health coverage, poor time management in the healthcare system had significant effect on an individual such as imbalance, job dissatisfaction, and work ineffectiveness and finally poor productivity of the organization will be resulted. Information about time management practice in the healthcare system is limited. Therefore, the objective of this study was to assess time management practice and associated factors among employees working in public health centers, Dabat District, Northwest Ethiopia.

METHODS

A facility-based cross-sectional mixed methods (quantitative and qualitative) study was conducted in Dabat District from May 27 to June 22, 2022. A simple random sampling technique was used to select 413 study subjects and for the qualitative data, six key informants were selected. Self-administered questionnaire was used for the quantitative study, and an interview guide was employed for the qualitative study. Epi-data version 4.6 and SPSS 26 software were used for data entry and analysis, respectively. Open Code 4.6 software was used for qualitative data analysis. Variables with p-value of < 0.05 in multivariable analysis were considered as significant associated factors.

RESULTS

A total of 396 employees participated in the study with a response rate of 95.8%. The result showed that overall, 54.8% (95% CI: 49.5-59.6) of health employees had practiced good time management. The likelihood of good time management was higher among those health workers who had planning experience (AOR = 2.04, 95% CI: 1.22-3.4), low procrastination habit (AOR = 1.65 95% CI: 1.04-2.65), satisfied with performance appraisal (AOR: 1.7, 95% CI: 1.05-2.81), and satisfied with organizational policy and strategy (AOR: 2.6, 95% CI: 1.6-4.3). The qualitative result also showed that the existing performance appraisal practices were not linked to rewards or sanction planning.

CONCLUSION

The overall time management practice of public health center employees was low compared with prior studies. Organizational policies, prior planning experience, procrastination, and performance appraisal were all significantly associated factors with time management practice. Therefore, health center managers need to set an intervention to address all of the following factors to enhance employees' time management skills at public health centers like evidence-based performance appraisals, sharing organizational policies, and engaging in capacity building activities such as training in time management and planning.

Exploring the role of TESOL and digital technology in attitudinal change and sustainable learning for students of higher education

PURPOSE

This study explores the potential of TESOL (Teaching English to Speakers of Other Languages) in encouraging attitudinal change and long-term learning and how digital technology might influence this process. The significance of the study lies in its insights to educators and policymakers to enhance language education quality and promote sustainable learning in higher education. Using a socio-cultural theoretical framework, the study presents a novel perspective on integrating digital technology into language education for improved learning outcomes. Additionally, the findings can facilitate the development of inventive teaching methods incorporating digital technology, resulting in better language education outcomes in higher education.

METHODOLOGY

The population comprised faculty members of Chinese universities. Data was collected through a standardized questionnaire from 307 respondents and analyzed using Mplus.

FINDINGS

The findings can be incorporated into language instruction rules to enhance language acquisition and advance intercultural understanding. Based on the study's findings, researchers can conduct additional research on applying digital technology in language instruction and investigate its potential to support long-term learning and attitude development. As they work to create successful techniques for encouraging sustainable learning habits and good attitudes toward language acquisition, TESOL practitioners, educators, policymakers, and researchers will be impacted by the findings.

PRACTICAL IMPLICATIONS

The findings can help TESOL practitioners create efficient teaching methods that encourage long-term learning habits and favorable attitudes toward language learning. Language teachers can use the results to improve their instruction methods and their effects on student learning.

ORIGINALITY/VALUE

Social and cultural theory supports this study's model. The approach helps in defining and measuring the TESOL, sustainable Learning. The study further established the moderating role of digital technology and the mediating part of Improved self-efficacy and self-regulated Learning.

Test Experience, Direct Instruction, and Their Combination Promote Accurate Beliefs about the Testing Effect

Practice testing is a highly robust learning strategy that promotes long-term retention, especially in comparison to more passive strategies such as restudying-a finding referred to as the testing effect. However, learners do not always appreciate the memorial benefits of practice testing over restudying, which could limit their use of practice testing during self-regulated learning. The current investigation explored the extent to which learners' metacognitive judgments about the testing effect can be improved via test experience, direct instruction, or a combination of both techniques. Prolific participants underwent two learning cycles. In the first cycle, participants were randomly assigned to either (a) experience a testing effect in their own memory performance (i.e., study unrelated word pairs, practice half the pairs through restudying and half through testing with correct-answer feedback, complete a critical test on the pairs, and receive feedback regarding their performance after using each strategy); (b) imagine they had to learn word pairs and read a passage on the purported benefits of practice testing; or (c) undergo both procedures. In the second cycle, all participants learned a novel set of word pairs. Across both learning cycles, participants estimated memory performance for material learned through testing versus restudying. Both test experience and direct instruction-independently and in combination-led to more accurate memory estimates across learning cycles, but no technique was more effective than the other. In summary, people can learn about the memorial benefits of practice testing when they experience a testing effect on their own memory performance and/or when they receive instruction about its benefits.

Predictors of Romanian Psychology Students' Intention to Successfully Complete Their Courses-A Process-Based Psychology Theory Approach

Student retention is a frequently researched issue due to the incidence of student dropout and its significance to learning outcomes. However, there are research gaps that need to be addressed in understanding the factors influencing student dropout in the context of higher education in Romania. This cross-sectional investigation aims to fill these gaps by examining the relationships between satisfaction with the specialization, self-regulation of learning behavior, students' perceived stress, perceived acceptance from family and friends, and the intention to complete studies. The study utilizes various statistical analysis techniques, including mediation analysis and correlation analysis, to analyze the collected data. An online questionnaire was administered to non-randomized students majoring in Psychology, and a total of 144 valid and consented responses were obtained. The results reveal significant influences of satisfaction with the specialization, self-regulated learning, and students' perceived stress on the intention to successfully complete courses. Furthermore, academic self-efficacy was found to fully mediate the relationship between satisfaction with the specialization and academic adjustment. These findings contribute to a better understanding of the student dropout process in the Romanian higher education system. By identifying the factors associated with student retention, this study provides insights that can inform the development of interventions aimed at improving students' retention and overall learning outcomes.

How do anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning?-A multi-group analysis

Introduction

Highly accomplished doctoral students may suffer when they cannot manage their performance due to the crippling effects of anxiety and stress. This is even more likely to occur in the highly charged setting of competitive research. Using a structural equation modeling approach, this study examined how anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning.

Methods

A total of 491 doctoral students and recent completers representing 112 universities in China participated in this study. A 42-item five-point Likert scale survey was used to measure participants' perceived anxiety (emotional and physical reactions), stress (study- and research-related stress), self-regulated learning, and performance (task and contextual performance) in their doctoral studies. Specifically, the extent to which participants' self-regulated learning mediated the influence of anxiety and stress on their task performance and contextual performance in their doctoral studies, as well as significant structural equation modeling differences across demographic variables of gender (i.e., male versus female), major (i.e., arts versus sciences), status (i.e., individuals pursuing a doctoral degree versus recent completers), and age (i.e., 30 and younger versus over 30) were examined.

Results and Discussion

The results indicated that self-regulated learning considerably affected task and contextual performance; stress had a considerable direct effect on task and contextual performance; the indirect influence of stress on task and contextual performance via self-regulated learning was significant; and there was a significant structural equation modeling difference between arts and sciences doctoral students. Educational implications are discussed.

Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course

Self-regulated learning (SRL) plays a critical role in asynchronous online courses. In recent years, attention has been focused on identifying student subgroups with different patterns of online SRL behaviors and comparing their learning performance. However, there is limited research leveraging traces of SRL behaviors to detect student subgroups and examine the subgroup differences in cognitive load and student engagement. The current study tracked the engagement of 101 graduate students with SRL-enabling tools integrated into an asynchronous online course. According to the recorded SRL behaviors, this study identified two distinct student subgroups, using sequence analysis and cluster analysis: high SRL (H-SRL) and low SRL (L-SRL) groups. The H-SRL group showed lower extraneous cognitive load and higher learning performance, germane cognitive load, and cognitive engagement than the L-SRL group did. Additionally, this study articulated and compared temporal patterns of online SRL behaviors between the student subgroups combining lag sequential analysis and epistemic network analysis. The results revealed that both groups followed three phases of self-regulation but performed off-task behaviors. Additionally, the H-SRL group preferred activating mastery learning goals to improve ethical knowledge, whereas the L-SRL group preferred choosing performance-avoidance learning goals to pass the unit tests. The H-SRL group invested more in time management and notetaking, whereas the L-SRL group engaged more in surface learning approaches. This study offers researchers both theoretical and methodological insights. Additionally, our research findings help inform practitioners about how to design and deploy personalized SRL interventions in asynchronous online courses.

The study strategies of small liberal arts college students before and after COVID-19

Research has clearly demonstrated that some study strategies (for example, self-testing and spaced studying) are effective, yet students often report studying ineffectively. Our focus with the current study is to update and extend the current literature on how college students study. We surveyed 484 introductory psychology students at a small liberal arts college-a different type of school from prior studies. Our survey built on an existing study strategies questionnaire used to assess a variety of student study behaviors and beliefs. Additionally, we asked new questions about multitasking and study scheduling. Overall, we found that the current sample reported studying in similar ways to what past research suggested; students used both effective and ineffective strategies, some of which correlated with grade point average (GPA). However, some differences emerged. For example, our students were more likely to report learning how to study from a teacher. Additionally, a majority of students believed that multitasking was ineffective, yet most reported multitasking while studying. Finally, an important, but exploratory, analysis demonstrated that study strategies were similar before and after COVID-19 forced classroom changes. We highlight the need for future research on study strategies to recruit participants from more diverse institutions.

Self-regulation of time: The importance of time estimation accuracy

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.

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Self-regulated learning (SRL) provides the foundation for building sustainable knowledge and is therefore important for schools, classrooms, and lifelong learning in general. Especially in vocational education and training, the concept of SRL remains fundamental as it relates to preparing future employees. However, further research is needed on how vocational students situationally regulate their learning process and the extent to which this may be related to a dispositional change in their SRL. In this study, we analyzed longitudinal questionnaire data from 159 students who attended either SRL-conducive or regular vocational classes. We refer to Perry and colleagues' (2018) framework of an SRL-conducive learning environment, which focuses on (meta)cognitive, motivational, and emotional aspects of learning. Using multilevel analysis, we found differences in the development of (meta)cognitive components of learning, whereas no clear differences could be identified for motivational and emotional components. The results support the assumption that process analyses can be used to draw a more differentiated picture of SRL in vocational schools. Moreover, indirect approaches to promoting SRL should be designed to include all SRL-relevant aspects.

Self-Regulated Learning Strategies as Predictors of Perceived Learning Gains among Undergraduate Students in Ethiopian Universities

Despite increasing focus on the importance of self–regulated learning for undergraduate students in universities in recent years, very little is known about its specific features in universities in developing countries, in general, and Ethiopia, in particular. This study examined the relationships of self-regulated learning strategies (SRLSs) with perceived learning and further assessed the relationships within the SRLS components in Ethiopian public universities. For this, the authors adopted Pintrich’s self-regulation theory as a guiding framework and used structural equation modeling (SEM) analysis. The sample used in the analysis pooled survey data from three randomly selected public universities and included volunteer undergraduate students having a major in Business and Economics and Engineering and Technology fields (n = 1142; male = 700 and female = 442), with mean age = 21.98 and SD = 2.50. The results indicated that the student SRLS and perceived learning gains scores were average values in terms of the magnitude of those measured variables. A two–step hierarchical regression analysis showed that the five components of SRLS that emerged from SEM analysis significantly predicted students’ perceived learning over and above the control variables (ΔR2 ≥ 0.38 and 39%) for the total samples. Moreover, the regression results showed that greater predictions were observed for the help–seeking component (0.35 ≤ β ≥ 0.47) than others, significantly positively predicting the perceived learning for the total samples. Overall, the findings of this study indicate that the SRLSs are relevant mechanisms to aid student success in higher education. The implications of the study are highlighted.

Graduate Employability of Business Students

The objective of the study was to examine the perceptions of business students on their employability skills at the point of graduation. The study was partially driven by past research which identified lack of soft skills as one of the main contributing factors in younger workers’ dismissal from work, and the need to understand the level of employability skills younger graduates have at graduation. An exploratory descriptive research methodology was used for the study. A survey was administered to 189 fourth-year business students. In total, 90 students filled-in the questionnaire, representing a 47.6% response rate. Based on a structured survey questionnaire administered to final-year undergraduate business students, the four most important employability skills for recruitment to entry-level positions are communication skills, learning skills, positive attitudes and behaviours, and problem-solving skills. The main prominent result was that ‘learning skills’ were ranked the second most important employability skills. In today’s fast-paced, rapidly changing work environments that are characterised by rapid knowledge obsolescence and an unknown future, willingness to learn and proactive lifelong learning are key to sustaining long-term graduate employability. Students seem to be satisfied with their perceived level of academic, personal management, and teamwork skills they possessed at the point of graduation. However, there are possible areas for further improvement regarding creativity and innovative skills, and ability to ‘resolve and management conflicts’ in teamwork. The study found that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. As business students approach graduation, it is important to focus on areas they can improve and emphasise self-directed lifelong learning throughout their careers. The study confirms the role of external factors—labour market demand—in influencing perceived employability. The perceptions of students need to be systematically included in HEIs’ employability policy and discourse.

How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance

Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.

Optimal Learning Under Time Constraints: Empirical and Simulated Trade-offs Between Depth and Breadth of Study

Learners are often constrained by their available study time, typically having to make a trade-off between depth and breadth of learning. Classic experimental paradigms in memory research treat all items as equally important, but this is unlikely the case in reality. Rather, information varies in importance, and people vary in their ability to distinguish what is more or less important. We test the impact of this trade-off in the study of Graduate Record Examination (GRE)-synonym word pairs. In our empirical Study 1, we split our stimuli set, with some items (focal) being afforded more rounds of retrieval practice than other items (non-focal). All conditions had the same total number of trials (i.e., constant study time), but differed in the number of focal words (breadth) and repetitions (depth). The conditions differed significantly in both mean performance and variance on the day-delayed test. Using this empirical data as a base, we then conducted a simulation (Study 2) modeling depth-breadth trade-offs under various conditions of learner forecasting accuracy and test coverage. In Study 2, we found that a medium-depth medium-breadth strategy was appropriate for most of the learning situations covered by our simulation, but that learners with a well-calibrated understanding of importance may benefit from a more targeted high-depth, low-breadth approach. Our results highlight the complexity of navigating the depth-breadth trade-off. Models of learning strategy optimization will need to account for learner forecasting sensitivity, which itself is likely an interaction between relatively stable individual differences and shifting contextual factors.

Do Self-Regulated Learning Practices and Intervention Mitigate the Impact of Academic Challenges and COVID-19 Distress on Academic Performance During Online Learning?

The COVID-19 pandemic introduced significant disruptions and challenges to the learning environment for many post-secondary students with many shifting entirely to remote online learning. Barriers to academic success already experienced in traditional face-to-face classes may be compounded in the online environment and exacerbated by stressors related to the pandemic. In 2020–2021, post-secondary institutions were faced with the reality of rolling out fully online instruction with limited access to resources for assisting students in this transition. Instructional interventions that target students’ ability to self-regulate their learning have been shown to improve academic performance and self-regulated learning (SRL) competencies have also been found to mediate the effect of SRL interventions on higher education. However, few studies have examined the efficacy of fully online SRL intervention on mitigating the impact of psychological distress and academic challenges on academic success. This study examined the moderating roles of self-regulatory practices and SRL intervention in buffering the influence of COVID-related psychological distress and academic challenges on academic outcomes (self-reported grade point average (GPA) and academic challenges) in a Canadian sample of undergraduate students (n = 496). We found (a) levels of metacognitive and motivational challenges fully mediated the impact of COVID distress on GPA, (b) SRL adapting practices moderated the impact of metacognitive challenges on GPA, and (c) semester-long SRL intervention buffered the impact of COVID distress on academic challenges and resulted in lower levels of social-emotional, cognitive, and metacognitive challenges for first year undergraduate students.

Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions

College students' performance in introductory-level biology course work is an important predictor of ongoing persistence in the major. This study reports on a researcher-educator partnership that designed and compared two cocurricular workshops. Seventeen laboratory sections of an undergraduate biology course were randomly assigned to one of two educational interventions during the regularly scheduled lab class section after students had completed and received the results for the first exam. The baseline Metacognition intervention was an hourlong workshop focused on effective learning strategies and self-awareness in the learning process; the extended Metacognition plus Time Management (Metacognition+TM) intervention included the aforementioned workshop plus a second hourlong workshop on time management and procrastination. Based on three exams and self-report surveys administered before the intervention and at the end of the semester, students who participated in the Metacognition+TM intervention experienced greater increases in their exam scores and degree commitment than those in the baseline intervention. Additionally, group status moderated the effect of the intervention, as the Metacognition+TM intervention was especially effective in increasing use of time management tools by students from minoritized groups.

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = -3.334, p = 0.001 < 0.01, d = -0.410) and the three sub-constructs of SROL (preparatory: t = -0.702, p = 0.008 < 0.01, d = 0.018; performance: t = -3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = -3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners' online self-regulated learning.

The High School Competencies Scale (H-Comp Scale): A First Validation Study

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

Self-Regulated Resource Management in Emergency Remote Higher Education: Status Quo and Predictors

Because of the COVID-19 pandemic in the spring term 2020, students faced a sudden change from on-campus learning to online learning with synchronous and asynchronous online courses (emergency remote teaching). To study successfully, students not only needed to be prepared in terms of digital readiness (workspace, IT equipment, previous online learning experiences, and sharing information online), they also faced challenges that pertained to the self-regulated management of external resources (environment structuring, time management, and help-seeking). In the current study, we investigated students’ digital readiness for the sudden switch to online learning; differences between students’ intended and actual use of external resource management strategies; and the influence of students’ digital readiness on their actual use of resource management strategies. Students enrolled in a full-scale, German university (N = 662) answered two online questionnaires (before and in the middle of the term). Descriptive statistics indicated that students seemed to be ready to study online. However, repeated measures ANOVA showed that students were not able to manage their resources during the term as frequently as intended. Finally, separate regression analyses revealed that availability of workspace and IT equipment predicted the use of environment structuring strategies. Additionally, IT equipment and information sharing behavior predicted students’ help-seeking. Based on the current results, we discuss implications for the promotion of student self-regulated learning (SRL) in online emergency remote teaching based on both external resources and digital readiness.