Supporting College Learners’ Study Time Calibration: Relations to Course Achievement and Self-Regulated Learning Skills

Abstract

ABSTRACT Planning for and evaluating study behaviors are key regulatory skills that present considerable challenge for college learners. This study examined the utility of a targeted intervention tool intended to promote college learners’ study time calibration. Through implementation of a weekly, reflective activity, we examined improvement in learners’ study time calibration over time as well as the contributions of students’ initial study time calibration to their end-of-course study time calibration, course performance, and self-regulated learning skills. Students’ study time calibration scores improved across the college success strategies course. Students’ mid-course study time calibration predicted their end-of-course study time calibration and course performance. Students’ end-of-course study time calibration also predicted their reported goal-setting skills after controlling for their prior regulatory skills. Recommendations for future research and practice are described.