Time on Task: The Critical Role of Self-Regulating Behavior in College Student Academic Success and Personal Development

Abstract

The average number of hours that college students study each week has been declining for decades (Babcock & Marks, 2011). This trend in student academic behavior raises serious concern about how much students are learning in college and has prompted a reexamination of factors related to the studying behavior of students. The authors of this article examine the pivotal role that self-regulation or self-governance behaviors play in student study habits and personal development, and what colleges and universities can do to encourage greater time on task in collegiate academic work.