Time Perspectives as The Predictors of Online Self-Regulated Learning

Andrea Barta,Borbála Tamás,István Szamosközi,Bernadette Gálfi

doi:10.33422/jelr.v1i2.73

Abstract

Digital education considerably requires active participation of students in the learning process, the application of self-regulated learning activities for the attainment of successful learning results. The aim of the present study is the investigation of time perspectives as the predictors of online self-regulated learning. In our study 210 Transylvanian students participated, from the Babes-Bolyai University, Faculty of Psychology and Educational Sciences. Students’ demographic characteristics were recorded, for the assessment of self-regulation the Self-regulated Online Learning Questionnaire - Revised was applied and time perspectives of students were measured by the Zimbardo Time Perspective Inventory. A correlational, cross-sectional design was used. On the basis of the results of hierarchical regression, in our first model demographic characteristics explained 5% of the variance for the application of self-regulation activities. In our second model, controlling demographic variables, time perspectives explained an additional 33% of the variance for self-regulation. Self-regulated learning strategies are predicted among demographic characteristics by students’ gender, age and online learning, while out of time perspectives only future orientation proved to be a significant predictor. Females, older students, participants attending online education and higher future orientation apply to a higher degree the self-regulated learning strategies as males, younger students and participants with lower scores at future orientation.

Highlights

Self-regulated learning is an indispensable precondition of the succesful academic achievement (Davis & Hadwin, 2021; Li et al, 2020)
Online self-regulated learning includes metacognitive activities, which mainly enable the monitoring of comprehension and its contribution to high academic achievement
Future orientation is the predictor of academic achievement, and their relationship is amplified by the use self-regulated learning activities (Pérez et al, 2017)

Summary

Introduction

Self-regulated learning is an indispensable precondition of the succesful academic achievement (Davis & Hadwin, 2021; Li et al, 2020). Students monitor their recalling performance, namely through their meta-memory, as they try to find out which parts of the acquired knowledge require further learning They examine in what degree were successful in their previously established goals, evaluate their results, monitor which of the applied strategies were unsuccessful, demanding substitution (Lee, et al, 2020; Wong et al, 2021). Students focusing on past and present apply less metacognitive strategies in planning of their future steps, than future oriented students, who are more interested and motivated in reaching their goals which result in academic success, so they plan their activities for studying, carefully manage their time and create the most ideal environment for learning (de Bilde et al, 2011; Yuzarion et al, 2020)

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