A comparison between the time-management skills and academic performance of mature and traditional-entry university students

Abstract

Time-management skills are acknowledged to be important but there has been little actual research on this topic with students. In this study we examined the scores obtained from 293 first-year students of psychology on a British version of an American time-management scale. The students were divided into three age groups: traditional-entry students -aged less than 21 years (N = 172); borderline mature students -aged 21-25 years (N = 50) and older mature students -aged more than 25 years (N = 71). Our analyses indicated (i) that women students in general reported significantly greater time-management skills than did men students, and (ii) that our older mature students reported significantly better time-management skills than did the other two groups. Academic performance, however, was only modestly predicted by age and scores on one component of the time-management scale.

Coping with University Education: The relationships of Time Management Behaviour and Work Engagement with the Five Factor Model Aspects

“…However, the evidence indicating that students who plan their time achieve better grades is mixed (Britton & Tesser, 1991; Burt & Kemp, 1994; Macan, Shahani, Dipboye, & Phillips, 1990;Trueman & Hartley, 1996). In contrast, university students who engage more with their studies might achieve higher grades (Salamonson et al, 2013).…”

Juggling priorities: A comparison of young and mature age students’ use of time during their first semester of teacher eduction

“…To a greater or lesser extent, higher education institutions are still geared to the needs of students without family, financial and other commitments (Trueman & Hartley, 1996), even though the demographics of those in tertiary education have changed (Jefferies, 1997;Baxter & Britton, 2001). Diversity in culture, educational backgrounds, age, ability and responsibilities characterises today's students, and this diversity impacts on every aspect of college life.…”

“…Exploring time allocation and related issues also would provide much-needed information to inform debate and decisions on whether changes in college programme structure and/or delivery are necessary to increase study-related success for students with multi-faceted demands on their time. I further felt a New Zealand study would provide local data and contribute to the cross-national perspectives arising out of time-allocation studies conducted with students in other countries (e.g., Britton & Tesser, 1991;Macan, Shahani, Dipboye & Phillips, 1990;Trueman & Hartley, 1996).…”

Factors Contributing to Students’ Academic Performance in the Education College at Dammam University

“…The participation in the survey was voluntary and their anonymity was guaranteed. Students were not required to supply identifying information on the survey instrument thus guaranteeing anonymity and the objectives of the survey were explained 2 In the United Kingdom, a mature student who is age is 21 years, while for United States of America is 22 years and in Australia a 25 year old students is being classified as mature students (Trueman and Hartley, 1996). to students.…”