How to Enhance Academic Performance with Time Management

Topics: Psychology, Anxiety, University Pages: 7 (1503 words) Published: December 4, 2013
How to Enhance Academic Performance by Time Management

Many students at colleges and universities around the world may find their academic experience very stressful as they are faced with several challenges. Meeting set deadlines for assignments, failing to prepare properly for coursework and examinations, and that overwhelming feeling of pressure when trying to achieve a good standing academic performance are just a few (Macan 760). One potential coping strategy which can be implemented to efficiently help deal with these challenges and, as a result, improve on one’s academic performance is Time Management. Prioritizing and scheduling one’s workload are both effective time management practices which can increase productivity, alleviate or prevent stress and anxiety and ultimately help in enhancing a student’s overall academic performance. The concept of time management is generally defined in terms of a collection of behavior that is deemed to facilitate productivity and lighten stress (Lay & Schouwenburg, 1993). It is believed that effective and efficient time management strategies are necessary in order to increase intellectual performance (Campbell & Svenson, 552) and are frequently suggested by academic assistance personnel and lectures as aids to enhance achievement for students. Every student during their academic period enrolls in courses which would all require them to complete specific tasks over time and by a certain time. The completion of these tasks can become even more complicated when having to do one or more, for multiple courses simultaneously and based on this increased workload it is harder for some students to meet deadlines. When this occurs, assignments can become a burden and the pressures of upcoming submission dates can cause little or no productivity at all. A priority list can therefore be implemented as a time management tool, for prioritizing course work based on importance, submission date and workload. Ronald T. Brown Ph.D, ABPP who is Professor of Public Health, Psychology and Pediatrics and is Dean of the College of Health Professions at Temple University suggests that students can break down these large and sometimes daunting tasks into smaller ones and by doing these smaller workable tasks on an efficient regular schedule they would avoid academic distress (87). In this way time can be appropriately allotted and dedicated to the start and completion of specific assignments which can ease students work flow allowing them to accomplish what needs to be done in a timely fashion. However, assignments are only half the battle, as students will still need time to put towards studying for course work exams and also final exams. Failing to allocate time to do this can arguably have a negative impact on a student’s academic performance as procrastination is common among all students and involves a deficient time management and study skills (17) as Social Psychologist, and Professor and Chair of the Psychology Department Dr. Brownlow explains. Too much time can be spent trying to complete assignments and too little time is spent preparing for tests. As one cannot add more hours to a day students may begin to feel like they do not have enough time to keep on track with their academic requirements. This is where hourly and daily scheduling can be used as a time management framework. According to Passer (24) it is essential to break down a 24 hour day so that a student can effectively decide how to assign his or her time so to keep up with his or her academic commitments. Scheduling similar to Prioritizing and creates a balance which allows students to effectively and efficiently complete assignments as students may experience ongoing stress when they are striving to turn in quality homework and assignments on time. Stress can also manifest itself as test anxiety. Academic success is based on the ability to learn as students are required to consistently recall information that is processed...


Bibliography: Brown, R. T. 1991, “Helping students confront and deal with stress and procrastination”, Journal
of College Student Psychotherapy, Vol
Brownlow, S. 2000, “Putting off until tomorrow what is better done today: Academic
procrastination as a function of motivation toward college work”, Journal of Social
Lay, C.H., & Schouwenburg, H.C. (1993). Trait procrastination, time management, and
academic behavior
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). Ce students ' time
management: Correlations with academic performance and stress
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