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The average number of hours that college students study each week has been declining for decades (Babcock &amp; 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.

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