Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance

Adams, Richelle V.; Blair, Erik

doi:10.1177/2158244018824506

Cited by 179 publications

(150 citation statements)

References 25 publications

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“…The previous studies reported that many students find that it's hard to find a balance between their studies and daily lives (Adams & Blair, 2019). As reported by Khanam et al (2017), a vast majority of university students complain about the shortage of time to do target task, in turn, some other students got sufficient time to complete their assignments with no struggle due to the diversity of their learning time and the quality of the cognitive effort invested.…”

Section: Literature Reviewmentioning

confidence: 98%

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Di¹,

Zailani²,

Ismail³

2020

MOJEM

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It is evident that academic self-management is one of the skills which predict and improve students' academic outcomes. The present study investigated students' academic self-management skills (ASMS) by studying their self-regulated learning strategies (SRLs) and explored whether SRLs predict students' academic performance, as well as gender and year of study differs in SRLs among undergraduate students in Malaysia. The study was conducted with a quantitative survey methodology by distributing a questionnaire to six public universities in Malaysia. A total of 317 university undergraduate students participated in the current study of self-regulated online learning questionnaire (SOL-Q). Hypothesis testing was done by using inferential analysis in SPSS Version 22. Quantitative data analysis showed that students have a medium level of SRLs. The results varied based on the study years of the students in SRLs, but, not on their gender. The metacognitive skills are found influential on students' academic outcomes (GPA). The study has reflected the need to enhance students' SRLs to develop 21st-century skills for lifelong learning. The implications of the results for language learning and educational practices may be suitable for students and instructors of the faculty.

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Section: Literature Reviewmentioning

confidence: 98%

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Di¹,

Zailani²,

Ismail³

2020

MOJEM

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“…Students should be aware of time wastage and should take responsibility for managing the time more efficiently by increasing the awareness of their attitudes, planning, thinking, and behaviors (Gayef, Tapan, & Sur, 2017). Effective time management leads to greater academic performance and at the same time brings down the levels of anxiety and stress in students (Adams & Blair, 2019;Al Khatib, 2014).…”

Section: Importance Of the Studymentioning

confidence: 99%

“…The usage of time by students is based on how effectively the students plan and manage themselves, their daily routine and activities, and schedule their study time so as to achieve their academic standards (Shazia Nasrullah & Khan, 2015 do not design an efficient study plan which causes the failure of effective studies (Chanamarn & Tamee, 2017). For the students struggling to balance between the academics and daily routines, a self-planning for study time is a must, to avoid anxiety and ineffective time management (Adams & Blair, 2019). Adopting self-planning strategy, students avoid procrastination of daily studies leading to effective academic performances (Miqdadi, ALMomani, Masharqa, & Elmousel, 2014).…”

Section: Self-planning Factorsmentioning

confidence: 99%

Do Time Management Factors Impede Students’ Academic Achievement? : A Casestudy – Sohar University, Oman

Alani

Khan

Hawas

2020

HSSR

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Purpose: The objective of the research study is to critically analyze the factors impeding time management towards students’ academic performance achievement. Design/methodology/approach: The study was carried out using a well-defined questionnaire collecting samples from 164 undergraduate students studying in the Faculty of Business, Sohar University, Sultanate of Oman from a population of 700 undergraduate students. For the study, the cluster-sampling method was adopted. SPSS was used to perform the statistical analysis. Findings: The empirical results reveal that none of the claimed factors related to time management influence the academic performance of the students. The students’ performance is purely based on their efforts and on their own self-management. Thus, it was concluded that it is the responsibility of the students to manage their time for which they should make their own plans. Practical Implications: The study confirms that the student's stay at the hostel facilitates them to improve their academic performances. It is also interpreted that the students are carried away by the domestic work during their stay at home, parents should take utmost not to deprived of their time for study. Parents should make necessary arrangements to reduce their travel time. Students should have their own self-control and self-commitment to manage and plan their own time for study purposes. Originality/value: The research work is of its first kind as it focuses on the impact of time management factors on the academic performances of the students.

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“…Gran parte de las medidas de mejoramiento de la calidad educativa (Madani, 2019) se han basado en políticas de gestión y uso del tiempo escolar (Rubio et al, 2019). Por otra parte, la literatura científica también le asigna al tiempo escolar un rol importante en la comprensión de los fenómenos educativos, como la enseñanza, el aprendizaje y la formación docente, entre otros (Adams & Blair, 2019). En el caso del profesorado, el tiempo escolar cobra importancia, porque el significado que le otorga al tiempo, su uso y gestión influye en el destino de las futuras generaciones.…”

Section: Introductionunclassified

Tiempo escolar e inclusión educativa: un estudio de teorías subjetivas de profesores

et al. 2020

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Este estudio buscó describir e interpretar las teorías subjetivas (TS) sobre el tiempo escolar y su relación con la inclusión educativa de profesores de tres regiones de Chile. Se utilizó un estudio descriptivo interpretativo, metodología cualitativa y un diseño de estudio de caso. El muestreo fue a priori y participaron 69 profesores y profesoras. Se aplicaron 47 entrevistas episódicas y 4 grupos de discusión. Los datos se analizaron en base a la teoría fundamentada y la técnica de análisis específico de TS. Se encontraron TS que relacionan el tiempo escolar con la inclusión educativa como un factor que principalmente dificulta esta tarea. Esto está asociado a un contenido emocional negativo de estas teorías subjetivas, que orienta la acción docente, limitando sus prácticas pedagógicas para la inclusión de los estudiantes. Se concluye que los profesores reconocen la relevancia del tiempo y la inclusión, en el contexto educativo, sin embargo, advierten de una limitada formación al respecto.

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Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance

Cited by 179 publications

References 25 publications

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Do Time Management Factors Impede Students’ Academic Achievement? : A Casestudy – Sohar University, Oman

Tiempo escolar e inclusión educativa: un estudio de teorías subjetivas de profesores

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