Title Time management and information seeking strategies: A study of self-regulation in Lithuanian students
Authors Burkšaitienė, Nijolė ; Šliogerienė, Jolita
DOI 10.7220/9786094676581
eISBN 9786094676581
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Is Part of Sustainable Multilingualism 2025 (SM25): the 8th international conference, May 29-31, Kaunas, Lithuania: book of abstracts.. Kaunas : Vytautas Magnus University, 2025. p. 43.. eISBN 9786094676581
Keywords [eng] Processes of self-regulation ; seeking help or information ; time management
Abstract [eng] There is a shared belief that students’ self-regulation of learning is a key factor leading to academic success (Zimmerman, 2002; Chen, 2002; Nicol & Macfarlane-Dick, 2006; Abar & Loken, 2010; Cassidy, 2011; Kostons et al., 2012; Burkšaitienė, 2013; Beaumont et al., 2016). Even though research into the use of self-regulation processes has been extensive abroad, in Lithuania, this field is underresearched yet. The present qualitative research attempted to fill in this gap by addressing the main research question: “Which processes of self-regulation do the students use in their studies?”. The data for the research were drawn from 309 undergraduate students’ responses to open-ended questions: “How do you manage your time while learning?”, “What strategies do you use when you do not have all the necessary information for accomplishing given assignments?”. To analyse the data, inductive content analysis was used. The analysis of the results revealed that while some students incorporate planning, complexity or importance of tasks into their time management, the dominant strategy is to prioritise tasks according to deadlines, with an emphasis on getting tasks done as early as possible. It was also established that most students used three types of learningoriented strategies and that a small minority of students did not use any strategies. The latter finding suggests that these students’ awareness regarding the possibilities that the process of seeking help and or information entails should be raised. To this end, it is recommended that peer and teacher support and guidance be employed.
Published Kaunas : Vytautas Magnus University, 2025
Type Conference paper
Language English
Publication date 2025