The Relationship Between University Students Free Time Management and Academic Succes

Abstract

The aim of this study is to highlight the relationship between free time management and the academic success of university students and to examine their free time management levels in terms of different variables. With this aim, a total of 267 university students (106 females, 39.7%; 161 males, 60.3%) were selected through random sampling. The study was designed as a relation scanning model. The study sample consisted of the students attending at İstanbul University, Faculty of Sports Sciences. The average age of the participant students was 22.27 ± 1.34. As data collection instruments of the study, "The Free Time Management Scale" which aimed to determine free time management levels of responders and was developed by Wang et al. (2011) and adapted into Turkish by Akgül and Karaküçük (2015) was used as well as a personal information form which was prepared by the researcher. Frequency (f) and percentage (%) were applied to determine the distribution of the participants' personal information, the Shapiro Wilks normality test was used to see if the data possessed a normal distribution, and that the data was appropriate for the parametric test conditions was revealed, independent t test and ANOVA tests were applied to describe the meaningful differences.Lastly, the Pearson correlation analysis was conducted to measure the relationship between the sub dimensions of the scale and academic success levels of the participant students. Regarding gender, male students scored more in "Goal Determination and Method" sub dimension than female students (t=-1.759; p<0.05). Regarding age variable, the 21-25 aged students scored more in "Assessment," "Free Time Attitude" and "Programming" sub dimensions than the students in other age groups in (f= 3.657; 5.085; 4.237; p<0.05). In terms of departments of the students, statistically meaningful no difference was found while there were significant differences in "Free Time Attitude" and "Programming" sub dimensions in terms of class variable. Lastly, a positively medium relationship was found between the free time managements and academic success of the participants. Consequently, it was determined that male participants were more successful in goal and method determination in free time management than females, that the 21-25 year-old students were better at assessment, attitudes and programming regarding free time management than other age group students and that the participants who could spend and manage their free time more effectively also had higher academic success, which indicates that it had a positive effect on their academic success.

Sports or Fine Arts? Investigation of Free Time Management Skills of Participants Interested in Sports and Fine Arts

“…Even though at goal setting and technique, evaluating and scheduling sub dimensions male participants scores were higher, it was not determined significantly difference. Opposite to this research, Alay (2003), Eldeleklioglu (2008), and Gumusgul (2013) found that there was significant different between time management and gender and Serdar et al (2017) found that there was significant different between free time management and gender. Misra and McKean (2000), and Razali et al (2018) emphasized at their studies that there were significantly differences between gender and time management.…”

The effectiveness of a rational-emotive intervention on teachers’ unconditional self-acceptance, perfectionism, and pupil control ideology

“…In educational settings, perfectionism represents an important issue because it has strong relations with achievements ( Osenk et al, 2020 ). More than that, educational context sustains perfectionistic behaviors with both positive outcomes, when we refer to positive perfectionism, such as endorsement of mastery goals for teaching, high level of job satisfaction, flow experience during teaching, and proactive coping ( Shim et al, 2020 ; Samfira and Paloş, 2021 ) but also negative ones, when we refer to negative or neurotic perfectionism, such as burnout, anxiety, academic procrastination, exhaustion, depressed mood, performance, and work-avoidance goal orientation ( Cupido, 2018 ; Shirazizadeh and Karimpour, 2019 ; Horan et al, 2021 ; Serdar et al, 2021 ; Kilmen, 2022 ).…”