The Relationship between Self-Regulation and Time Perspective in Students

Zebardast, Azra; Beshārat, Mohammad Ali; Hghighatgoo, Marjan

doi:10.1016/j.sbspro.2011.10.182

Cited by 8 publications

(4 citation statements)

References 12 publications

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“…Participants completed the Multitasking Preference Inventory [ 32 ], Time Perspective Inventory [ 16 ], Experiences of Time survey [ 33 ], and the Time Urgency Scale [ 34 ] in a 30-min session immediately following consent and on a separate day than simulation. The scales have evidence of reliability and evidence of validity with diverse samples of college students from the USA [ 12 , 33 ], UK [ 35 ], and the Middle East [ 21 ]. Use of scales with multiple items and some reverse coding limits the bias of demand characteristics where participants may “second guess” and thus be motivated to fulfill (or thwart) study purposes.…”

Section: Methodsmentioning

confidence: 99%

“…Researchers have used time perspective to predict both psychosocial outcomes and behavior in undergraduate students from female-dominated classes similar to nursing [ 21 ]. Recent theoretical work suggests that individuals with BTP are able to attain a higher level of situational awareness than temporally skewed counterparts by switching among temporal foci as dynamic situations change—an ability hypothesized to facilitate multitasking [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

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TIDES: examining the influence of temporal individual differences on multitasking in educational simulation

Franklin

Thielke

Gilbert³

et al. 2020

Adv Simul

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Background The majority of tasks nurses complete in acute care settings are time-sensitive. Due to complex patient needs, nurses’ multitasking behavior is of growing importance. Situations involving multitasking behavior typically require nurses to switch their attention among multiple tasks and patients in a rapid fashion. Research suggests temporal individual differences such as time urgency, polychronicity, and time perspective influence decision-making. The factors suggest that balanced time perspective may facilitate multitasking. Given novice nurses commit errors related to multitasking, we evaluated the relationship between temporal individual differences, cognitive workload, and multitasking behaviors in a simulation setting. Methods A one-group repeated measures design was used to evaluate the relationship between multitasking, demographic factors, cognitive workload, and temporal individual differences. One hundred sixty fourth-year, prelicensure nursing students independently completed two 45-min multiple patients simulations involving care of three interactive patient simulators. Participants completed the Multitasking Preference Inventory, Time Perspective Inventory, Experiences of Time survey, and Time Urgency Scale before simulation. A summary Creighton Simulation Evaluation Instrument score was used to represent multitasking. Participants completed the Task Load Index to represent cognitive workload. We calculated deviation from balanced time perspective and measured its correlation with multitasking. Regression models calculated how much variance deviation from balanced time perspective, demographic factors, and cognitive workload contributed to multitasking. Results Standardized test scores were more predictive of multitasking than deviation from balanced time perspective (β = 0.19, t = 2.48, p = 0.0142). As deviation from balanced time perspective increased, multitasking behaviors decreased (r = − 0.17), participants reported a higher sense of urgency (r = 0.39), and they had more frustration after simulation (r = 0.22). Deviation from balanced time perspective did not influence cognitive workload. Conclusions Nursing students who demonstrate multitasking behaviors tend to have a more balanced time perspective. Knowing students’ deviation from balanced time perspective may help educators anticipate who will need more assistance with multitasking in simulation. Nursing students frequently wait until just before graduation to provide care for multiple patients; including mention of deviation from balanced time perspective in simulation preparation may help senior nursing students become more self-aware and ultimately improve behavioral performance.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

TIDES: examining the influence of temporal individual differences on multitasking in educational simulation

Franklin

Thielke

Gilbert³

et al. 2020

Adv Simul

View full text Add to dashboard Cite

show abstract

“…In relation to emotional regulation, studies have found a relationship between a greater capacity for self-regulation and a more positive time orientation [29], as it has also been observed that students with high levels of self-regulation have lower levels of negative past [23,30]. Thus, emotional regulation has been observed to be related to both time perspective and mindfulness.…”

Section: Introductionmentioning

confidence: 99%

Association of Emotion Regulation and Dispositional Mindfulness in an Adolescent Sample: The Mediational Role of Time Perspective

et al. 2022

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This study relates emotional regulation strategies with dispositional mindfulness and the mediating role of time perspective. It is based on the fact that one of the mechanisms of mindfulness consists in providing protective emotional regulation strategies. At the same time, a direct relationship between dispositional mindfulness and time perspective has been observed. To do this, a representative sample of 320 Chilean adolescents from the city of Talcahuano, whose age ranged between 14 and 17 years old, and who were attending high school, was evaluated. The Zimbardo Time Perspective Inventory, the Difficulties in Emotion Regulation Scale, and the Five Facet Mindfulness Questionnaire were applied. Regression analysis results verified the close relationship between emotional regulation and dispositional mindfulness (R2 = 0.54), as well as with the factors of time perspective (R2 = 0.41), explaining, between both of them, 60% of the variance of difficulties in emotional regulation. The possible mediational role of time perspective between dispositional mindfulness and emotional regulation is established.

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“…The self-organized individual has good knowledge of his/her goals, weaknesses, and strengths, and in the light of his/her goals, he/she determines his/her behavior and proceeds with high motivation to achieve these goals. When he/she succeeds or fails in achieving his/her goals, he/she evaluates his/her performance and organizes his/her behavior toward achieving the next goal (Zebardast et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Online learning vs blended learning in developing students' self-regulation at Umm Al-Qura University

Elsigini¹

2022

Int. j. adv. appl. sci.

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The purpose of this research is to examine the impact of online learning and blended learning on developing students' self-regulation at Umm Al-Qura University, using gender and specialization variables. The research sample consisted of 376 students at Umm Al-Qura University in the academic year 2021–2022. According to the instructional type, the research sample was divided into the following main branches: Blended learning: 233 students dealt with blended courses, and online learning: 143 students dealt with online courses. A self-regulation questionnaire was developed to collect the required data from the study sample. The validity and reliability of the questionnaire were ensured. The findings of the study revealed that blended learning is more effective in developing students' self-regulation than online learning. Blended learning is more effective in developing male students' self-regulation compared to online learning. The effectiveness of blended and online learning on female students' self-regulation is equal. Blended learning is more effective in developing practical major students' self-regulation compared with online learning. It was observed that the effect of blended and online learning on theoretical major students' self-regulation is equal. The study findings enrich the understanding of the effect of both blended learning and online learning in developing learning outcomes. In addition, these findings may help decision-makers and stakeholders at higher education institutions to provide all available means for embedding blended courses in instructional systems.

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The Relationship between Self-Regulation and Time Perspective in Students

Cited by 8 publications

References 12 publications

TIDES: examining the influence of temporal individual differences on multitasking in educational simulation

TIDES: examining the influence of temporal individual differences on multitasking in educational simulation

Association of Emotion Regulation and Dispositional Mindfulness in an Adolescent Sample: The Mediational Role of Time Perspective

Online learning vs blended learning in developing students' self-regulation at Umm Al-Qura University

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