Time pressure weakens monitoring-based self-regulation of study time: gamma correlations between judgments of learning and study time are stronger in the untimed than the timed condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Self-regulation of study time, measured by gamma correlations between JoLs and study time, was lower in the timed condition than the untimed condition across all age groups. → Gönül 2021

Evidence¶

Gönül 2021¶

Gönül, G., Tsalas, N., Paulus, M. (2021). The effect of time pressure on metacognitive control: developmental changes in self-regulation and efficiency during learning. Metacognition and Learning. https://doi.org/10.1007/s11409-021-09262-y

q3 · i? · causal · r2

GLMM on gamma correlations from the study time allocation experiment (183 participants, three age groups, within-subject timed/untimed conditions). The article reports "Gammas were stronger in the untimed condition compared to timed condition"; no effect size index was printed for the GLMM tests.

"Results yielded a main effect of age group, F(1, 357) = 16.253, p < 0.001, and condition F(1, 357) = 8.364, p = 0.004 (see Fig. 4). The best-fit model did not include the interaction effect between age group and condition. Gammas were stronger in the untimed condition compared to timed condition."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Self-regulation of study time increases with age: adults exceed 14-year-olds, who exceed 10-year-olds, though self-regulation is already established at age 10 — related
• Mild time pressure increases learning efficiency: recall per mean second of study time is higher in the timed than the untimed condition for all age groups — related
• Judgments of learning are higher for easy than difficult items at all ages and increase with age, confirming the difficulty manipulation aligned with subjective difficulty — related
• Study time allocation becomes more strategic with age: older learners allocate relatively more time to difficult items, and the easy-difficult allocation gap is larger in the untimed condition — related
• Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly — related