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College Students' Time Management: Correlations With Academic Performance and Stress
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Many college students may find the academic experience very stressful (K. J. Swick, 1987). One potential coping strategy frequently offered by university counseling services is time management. 165 students completed a questionnaire assessing their time management behaviors and attitudes, stress, and self-perceptions of performance and grade point average (GPA). The study revealed 2 major findings. The Time Management Behavior Scale consists of 4 relatively independent factors; the most predictive was Perceived Control of Time. Students who perceived control of their time reported significantly greater evaluations of their performance, greater work and life satisfaction, less role ambiguity, less role overload, and fewer job-induced and somatic tensions. Findings are consistent with theory and advice on time management (e.g., R. S. Schuler; 1979) but also indicate that the dynamics of time management are more complex than previously believed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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... Many students tend to postpone academic work until close to the deadline, a phenomenon that negatively impacts their academic results (Yuliza et al., 2022). This procrastination behavior is often caused by poor time management, making it difficult for students to complete tasks on time (Macan et al., 1990). Time management skills are crucial to supporting academic success. ...
... Time management is the individual's ability to organize and use time effectively through planning, scheduling, and setting proper priorities (Macan et al., 1990). Good time management aims to improve productivity and efficiency in completing predetermined tasks (Atkinson, 1990;Singh & Jain, 2013). ...
... Good time management aims to improve productivity and efficiency in completing predetermined tasks (Atkinson, 1990;Singh & Jain, 2013). The process begins by identifying needs and desires, then arranging them according to their level of importance (Macan et al., 1990). Several factors influence the effectiveness of time management, including age, gender (Macan et al., 1990), self-regulation, motivation, and goals to be achieved (Hofer et al., 2007). ...
This study aims to explore the impact of time management and learning motivation on academic procrastination among students of the Management Study Program, Faculty of Economics, UIN Maulana Malik Ibrahim Malang. This research utilizes a quantitative method with a survey approach involving 285 students as a sample selected using proportional random sampling. Data were collected through a Google Form questionnaire and analyzed using the Structural Equation Modelling-Partial Least Square (SEM-PLS) method with SmartPLS 3.0 software. The results show that both time management and learning motivation significantly affect academic procrastination, both partially and simultaneously. Good time management and high learning motivation have been proven to reduce academic procrastination levels. Therefore, to reduce academic procrastination, students need to develop effective time management skills and increase their learning motivation.
... Effective time management involves planning, organizing, and prioritizing academic tasks to maximize learning outcomes [6]. Studies have shown that students who implement structured time management strategies tend to perform better academically than those who do not [31]. ...
... at while total hours spent studying were important, the quality of study time (e.g., active learning techniques) played a more significant role in determining student performance. Similarly,Plant et al. (2005) concluded that students who engaged in spaced repetition and strategic review sessions performed better than those who crammed before exams.Macan et al. (2000) examined time management techniques employed by high-achieving secondary students and found that effective goal setting, prioritization, and routine adherence were key factors contributing to their academic success.Zimmerman & Schunk (2001) supported this finding by highlighting those self-regulated learners who managed their study sche ...
The objective of this study was to investigate the overall time management between the Grade nine students at Secondary School A and Secondary School B, to determine the amount of time spent studying by the Grade nine students at Secondary School A and Secondary School B, and to establish a relationship between the time management of the Grade nine students at Secondary School A and Secondary School B. A pilot study was conducted at Secondary School C to construct a questionnaire and the Alpha Cronbach reliability test was done for each of the two factors for the questionnaire. A final questionnaire consisting of a four-point modified Likert Scale was prepared and circulated to the Grade Nine students at Secondary School A and Secondary School B. The population consists of two hundred and eleven Grade 9 students-one hundred and fifteen from Secondary School A and ninety-six from Secondary School B. Each of the four Grade nine classes at School A consists of twenty-four students and the five Grade nine classes at School B consists of approximately twenty-three students. The sample for the research consists of Grade nine classes from both public secondary schools. School A comprised of four Grade 9 classes and School B comprised of five. Three classes were randomly selected at both schools. The three classes from School A consisted of sixty-nine students and the three classes selected from School B consisted of sixty-five students. The three classes that were randomly selected at School A consisted of sixty-nine students and the three classes that were randomly selected at School B consisted of sixty-five students. At School B, the three Grade 9 classes that were randomly selected were Grade 9B, Grade 9C, and Grade 9D. At School A, the three Grade 9 classes that were randomly selected were Grade 9A, Grade 9C, and Grade 9D. Results indicated that the students at Secondary School A on average reported better time management skills in improving their end-of-term scores in Integrated Science when they manage their time more efficiently and that the students at School A on average reported better time studying skills than the students at Secondary School B. The T-test results further revealed that the difference in time management, time studying and overall time management between the Grade nine students at both secondary schools was statistically significant.
... Comfort with technology has the potential to improve students' ability to organize, multi-task, and manage their time (Henderson et al., 2017). Time management has long been regarded as a necessary ability for college student success (Heo et al., 2021;Macan et al., 1990). While the rapid shift to fully online learning during the pandemic posed many academic and non-academic challenges, students appear to prefer the flexibility of online learning as they continue to adjust to the demands of finding a "new normal" way of living and learning (McKenzie, 2021b). ...
... LE-C can play an essential role in academic success (Bui et al., 2017), as can time management (Heo et al., 2021;Liberius et al., 2019;Macan et al., 1990). Brooks (2017) suggests that university students believe technology use is vital to their learning. ...
This study examines the relationship between college students' comfort with technology, time management , and learner-empowered competence before and during the COVID-19 pandemic. Students (N = 364) enrolled in several college courses from spring 2019 through fall 2021 were recruited to participate. The study found that student comfort with technology used in their courses increased over the course of the pandemic. In addition, this study found a correlation between learner-empowered competence and time management. Practical implications for instructors are offered.
... Con la finalidad de analizar la validez del constructo con relación al modelo teórico, es decir, si el instrumento mide aquello que se deseaba medir, analizamos los ítems según la distribución resultante del análisis factorial exploratorio que se muestra en las tablas 1 y 2, de donde observamos migraciones que difieren de la distribución original de Macan et al. (1990); sin embargo, esto no compromete ni contradice su modelo pues observamos la presencia de los elementos teóricos que subyacen al instrumento. ...
La investigación tuvo por objetivo evaluar las características psicométricas del Time Management Behavior Questionary (TMBQ), y describir el perfil de manejo del tiempo en jóvenes de Venezuela de reciente ingreso a la Universidad Simón Bolívar. Participaron 209 estudiantes pertenecientes a 10 carreras universitarias a nivel de técnico superior, con edades entre 17 y 20 años. Los estudios psicométricos apoyan la estructura del instrumento. Los resultados sugieren puntajes altos en las dimensiones percepción de control y establecimiento de objetivos y prioridades. Esto puede ser indicativo de un perfil adecuado de manejo del tiempo, asociado a una conducta racional y consciente del joven estudiante, coherente con la entrada a una etapa de madurez y desarrollo al enfrentar retos académicos cada vez más complejos.
... In addition, problems in time management and organization are also significant obstacles in students' learning process. Many learners have difficulty in effectively managing their study time and academic tasks, which can lead to procrastination, stress, and poor academic performance (Macan, Shahani, Dipboye, & Phillips, 1990). ...
The aim is to determine the effect of mindfulness practices on learners' learning process. Frequently encountered problems, such as stress, academic anxiety, distraction, and lack of motivation, which can hinder learners' concentration and academic performance. This study used a quantitative approach with a survey method involving 102 learners as respondents. The research instrument is a questionnaire with a Likert scale that measures learners' awareness on four mindfulness indicators, namely the body, feelings, thoughts, and objects of thought. The results showed that the practice of mindfulness had a positive effect on learners' learning process, with the majority of respondents being in the high category on body awareness, feeling awareness, and mind awareness. However, awareness of mental objects was in the medium category. Overall, mindfulness practices have a significant influence on learners' learning process and the rest is influenced by other factors.
... [9] Various Time management techniques have been developed, such as minimizing time wastage, prioritizing tasks, creating structured task lists, tackling challenging tasks first, and recognizing individual and social factors that influence Time Management. [7] Setting priorities, planning both short-and long-term activities, and determining optimal strategies are crucial for achieving goals. [10,11] One effective self-management tool for improving time management is the Action Priority Matrix, also known as the Eisenhower Matrix or Urgent-Important Matrix. [12] The present study intends to explore the perceived benefits of time management training, examining both strengths and gaps in students' current skills and introduce them to practical techniques such as the Action Priority Matrix to enhance their timemanagement skills. ...
Background: Time management is an essential skill for medical students to effectively balance academic, personal, and social responsibilities. This study assesses the time management skills of first-year MBBS students and examines the perceived benefits of a structured training session introduced as part of the foundation course mandated by the National Medical Council. Materials and Methods: A cross-sectional study was conducted during the foundation course at Government Medical College, Mahabubnagar, involving 128 first-year MBBS students (69.53% female). The training session, aligned with the competency FC 4.9, consisted of a time management questionnaire, an interactive lecture, group discussions, and activities using the Eisenhower Action Priority Matrix. Data analysis included descriptive statistics for questionnaire scores and qualitative content analysis of student feedback. Result: The study revealed an average student age of 18.26 ± 0.96 years. Over a third of participants scored in the average or below-average range for time management, with female students scoring significantly higher (50.48 ± 9.22) than males (45.41 ± 9.01, p = 0.0049). While students demonstrated awareness of prioritization strategies, over 50% admitted to not using planners or waiting time productively. Social media and excessive socializing emerged as common distractions. The use of the Action Priority Matrix was highly appreciated, with students reporting improved understanding and practical application of time management strategies. Feedback indicated a 96.09% positive impact on students' perceptions and skills. Conclusion: Structured time management training significantly enhances students' skills and awareness, emphasizing the importance of such interventions early in medical education. These findings highlight the need for tailored, long-term strategies to address demographic-specific needs and further improve time management practices among medical students.
Online student gambling has become a phenomenon in recent years that attracted significant attention due to its increasing prevalence and the multifaceted challenges it poses. This study aims to explore the personal finance implications of online gambling among students, a concern that has been widely recognized by researchers, educators, and policymakers. This study is grounded in pragmatism and anchored by Social Learning Theory and Digital Addiction Theory, exploring the lived experiences of eight students from different colleges and universities in Davao City who engage in online gambling. By employing hermeneutic phenomenology, the research captures the participants' narratives to gain insights into their motivations, coping strategies, and the financial impact of their gambling habits. Through in-depth interviews and thematic analysis, this research contributed to the understanding of online gambling's impact on students' financial behaviors and the broader implications for academic, social, and personal outcomes. The study on student online gambling found and highlighted the significant role of social influences, such as peer pressure, family members, and media representations, in shaping gambling behaviors, aligning with Bandura's Social Learning Theory. The findings emphasize the importance of addressing different phases of gambling behavior, from initiation to the chasing phase, with tailored interventions aimed at reducing risks and promoting healthier coping strategies. The study suggests incorporating financial literacy education, offering counseling services, and establishing peer support systems to help students manage gambling issues. Furthermore, the research advocates for stricter regulations on online gambling and advertising to protect vulnerable populations, such as college students, and stresses the need for further research into risk factors and effective interventions.
The development of a PhD student into a professional requires intellectual, technical, and psychosocial competencies. Ten proposed core competencies are considered essential for equipping PhDs with the skills needed to succeed in the future, no matter which field or career path they choose. Half of these involve technical competencies, which can be developed through classes, from hands-on experiential learning, and with guidance from mentors. The remaining half involve psychosocial competencies, which may not be explicitly covered within the framework of a guided mentorship. Here we suggest that the graduate school curriculum can play a vital role in teaching and developing these psychosocial competencies through training that involves honing foundational life skills, including students’ motivational-organizational, self-regulation, and social-relational skills. This paper will provide an example of how psychosocial competencies were incorporated into the curriculum at distinct stages of PhD training at one institution.
The structured psychological interview developed at the Harold Brunn Institute1 for assessment of the Type A behavior pattern evolved over a period of several years and was primarily based on our consistent observations of patients with CHD. We are influenced by earlier descriptions of CHD patients by various psychiatrists who reported remarkably uniform personality traits in their subjects.2 Our own psychiatric consultants made similar observations.
Existing job attitude measures are least appropriate in research concerning employed mothers with dependent children. Three scales are introduced which cover the mother's attitude to both her employment and domestic work roles, and the strain which may be generated by their interaction. Data from 185 working-class mothers are reported and associations with employment status, positive and negative affect, life satisfaction and social supports are described. Evidence is presented about the scales' internal consistency and validity, and it is concluded that they are suitable for use with this important and sizeable group of workers. The items are published in full.
The concept of time is introduced as a major topic for organizational and management research. Including a discussion of differing times and temporalities, macro level research and theory are described that relate time to such substantive areas as organizational culture, strategic planning, and organizational contingency theory. At the micro level, theory and research on time and individual differences, decision making, motivation, and group behavior are reviewed critically. Organizational and management topics of particular salience forfuture temporal research and management practice are identified.
Data from 79 male and 64 female members of a white-collar union employed in drafting, mechanical, and technical-clerical jobs in a midwestern manufacturing company show that some effects of role stresses on individually valued states were incompatible with their effects on 3 organizationally valued motivational states: involvement, effort toward quantity, and effort toward quality. Specifically, role overload was correlated positively with organizationally valued outcomes, but also with 3 adverse individual outcomes: job dissatisfaction, fatigue, and tension. Two other role stresses, role ambiguity and nonparticipation, had adverse effects on both individually and organizationally valued psychological states. Relationships between role stresses and individually valued outcomes were moderated by higher order need strength. (21 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)