Time Management
Journal of Educational Psychology 1990, Vol. 82, No. 4, 760-768
Copyright 1990 by the American Psychological Association, Inc. 0022-O663/90/$00.75
College Students' Time Management: Correlations With Academic Performance and Stress
University of Missouri—St. Louis Rice University
Many college students may find the academic experience very stressful (Swick, 1987). One potential coping strategy frequently offered by university counseling services is time management. One hundred and sixty-five students completed a questionnaire assessing their time management behaviors and attitudes, stress, and self-perceptions of performance and grade point average. 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.f Schuler, 1979) but also indicate that the dynamics of time management are more complex than previously believed.
Therese Hoff Macan
Comila Shahani
Hofstra University
Robert L. Dipboye and Amanda Peek Phillips
In trying to read all the books and chapters assigned, meet paper deadlines, and participate in extracurricular activities, college students may become overwhelmed with feelings that there is not enough time to complete all their work adequately. This seems particularly true of students who hold part-time or full-time jobs as well as attend school. Poor time management behaviors, such as not allocating time properly or lastminute cramming for exams, have been frequently discussed as a source of stress and poor academic performance (Gall, 1988; Longman & Atkinson, 1988; Walter & Siebert, 1981). As reasonable as these expectations
Copyright 1990 by the American Psychological Association, Inc. 0022-O663/90/$00.75
College Students' Time Management: Correlations With Academic Performance and Stress
University of Missouri—St. Louis Rice University
Many college students may find the academic experience very stressful (Swick, 1987). One potential coping strategy frequently offered by university counseling services is time management. One hundred and sixty-five students completed a questionnaire assessing their time management behaviors and attitudes, stress, and self-perceptions of performance and grade point average. 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.f Schuler, 1979) but also indicate that the dynamics of time management are more complex than previously believed.
Therese Hoff Macan
Comila Shahani
Hofstra University
Robert L. Dipboye and Amanda Peek Phillips
In trying to read all the books and chapters assigned, meet paper deadlines, and participate in extracurricular activities, college students may become overwhelmed with feelings that there is not enough time to complete all their work adequately. This seems particularly true of students who hold part-time or full-time jobs as well as attend school. Poor time management behaviors, such as not allocating time properly or lastminute cramming for exams, have been frequently discussed as a source of stress and poor academic performance (Gall, 1988; Longman & Atkinson, 1988; Walter & Siebert, 1981). As reasonable as these expectations