Psychology and Behavioral Sciences
Volume 8, Issue 4, August 2019, Pages: 100-105
Received: Jul. 26, 2019;
Accepted: Sep. 4, 2019;
Published: Sep. 19, 2019
Views 637 Downloads 86
Cao Mengyao, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
Zhang Yufei, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
Kan Yu, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
Hu Zeze, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
Yuan Yuan, School of Sociology and Psychology, Central University of Finance and Economics, Beijing, China
Time is a precious resource that is closely linked to everyone so it is important to play the maximum value of time. Some research show that definite limit of time can affect the attitude to time and then help people to use time efficiently. In order to explore the theoretical significance and practical value of time and time-bound definiteness, this study examined the effect of time-bound definiteness on cognitive learning performance and the mediating effect of time stress. 33 college students were recruited and randomly divided into time-definiteness (n = 16) and time-indefiniteness groups (n = 17), and dependent variable cognitive learning performance was measured by American College Test with controlling attention stability. The results showed that: (1) the time-bound definiteness improved the cognitive learning performance significantly; (2) the mediating effect of time pressure between time-bound definiteness and cognitive learning performance was not significant. The time-bound definiteness could provide a new route to the development of time perception and management, which has academic prospect and deserves to be used in more applied researches. This study provides a remedy for vacancies in the study of time-bound definiteness, and offers valuable suggestions for self-discipline in many areas such as education and economic management.
The Effect of Time-bound Definiteness on Cognitive Learning Performance, Psychology and Behavioral Sciences.
Vol. 8, No. 4,
2019, pp. 100-105.
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/
) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Huang Xiting, Zhang Zhijie, Feng Sihai, Guo Xiuyan, Lu Houchao, Chen Ying. (2005). A new exploration of time psychology. Psychological Science, 28 (6), 1284-1287.
Chen Jun. (2009). The influence of attribution style and time pressure on decision information processing. Psychological Science (6), 1445-1447.
Yan Xinjing, & You Xuqun. (2017). The impact of working memory load on the risk decision framework effect. (Doctoral dissertation).
Rubinstein, A.. (2013). Response time and decision making: an experimental study. Judgment and Decision Making, 8 (5), 12.
Tonietto, G., Malkoc, S. A., & Nowlis, S.. (2018). When an hour feels shorter: future boundary tasks alter consumption by contracting time. Social Science Electronic Publishing.
Devoe, S. E., & Pfeffer, J.. (2011). Time is tight: how higher economic value of time increases feelings of time pressure. Journal of Applied Psychology, 96 (4), 665-676.
Szalma, J. A., Hancock, P. A., & Quinn, S. (2008). A meta-analysis of the effect of time pressure on human performance. Human Factors & Ergonomics Society Annual Meeting Proceedings, 52 (19), 1513-1516.
Keren, G., & Wu, G.. (2015). 18. Time-pressure Perception and Decision Making. The Wiley Blackwell Handbook of Judgment and Decision Making. John Wiley & Sons, Ltd.
Liu Rude, Chen Qi. (2000). The mediating influence of on-the-spot self-regulated learning activities on learning outcomes in different situations. Acta Psychologica Sinica, 32 (2), 197-202.
Cone, J., & Rand, D. G. (2014). Time pressure increases cooperation in competitively framed social dilemmas. PLoS ONE, 9 (12), e115756.
Huang Xiting. (2004). On Time Insight. Psychological Science, 27 (1).
Zhang Zhijie. (2005). Time Management Tendency and Self-esteem, Self-Efficacy, Learning Satisfaction: Analysis of Mediating Roles. Psychological Science, 28 (3).
Zhong Hui. (2003). Research on the relationship between time management tendency and achievement motivation of college students. Psychological Science, 26 (4), 747-747.
Rawson, K. A., Dunlosky, J., Thiede, K. W.. (2000). The rereading effect: metacomprehension accuracy improves across reading trials. Memory & Cognition, 28 (6), 1004-10.
Zeng Xuli. (2009). The impact of abstract and self-question on the accuracy of meta-understanding. Zhejiang Normal University.
Sun Liyang. (2013). A Study of College Students' Subjective Well-being and Achievement Motivation——Taking Nanyang Normal University as an Example. Theory of Learning (14), 269-270.
Zhou Huafa. (2010). Research on the relationship between college students' attention stability and self-control and emotional stability. Zhangzhou Teachers College.
Wen Zhonglin, Liu Hongyun, Hou Jietai. (2012). Analysis of regulation effects and mediating effects. Beijing: Education Science Press.
Ren Jie, Jin Zhicheng, Du Jiahui. (2009). The role of information ambiguity and time adequacy in social dilemma decision-making. Psychological Research, 02 (6).