Time Management Training and Perceived Control of Time at Work

Häfner, Alexander; Stock, Armin

doi:10.1080/00223980.2010.496647

Cited by 77 publications

(80 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The variable perceived control of time can be characterized as having a strong feeling of control over one's time, being able to keep one's deadlines, procrastinate little and being able to follow one's plans (Macan et al 1990;Häfner and Stock 2010) Perceived control of time has been discussed as a potential mediator between time management behaviour and perceived stress (Macan 1994;Claessens et al 2004). It is assumed that better time management behaviour leads to increased perceived control of time, which, as a consequence, reduces stress levels (Macan 1994;Claessens et al 2004).…”

mentioning

confidence: 99%

“…Therefore, perceived control of time can be described as a consequence of time management behaviour and as an antecedent of perceived stress. Perceived control of time is one of the most important outcome variables in time management research (Macan et al 1990;Häfner and Stock 2010).…”

mentioning

confidence: 99%

“…Time management is assumed as a helpful instrument to clarify goals, reduce goal conflicts, develop appropriate strategies to achieve the defined goals, anticipate and overcome obstacles and, as a consequence, foster feelings of control of time (Häfner and Stock 2010;Macan 1994).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Decreasing students’ stress through time management training: an intervention study

2014

Self Cite

View full text Add to dashboard Cite

The aim of this study was to examine the effects of a time management training program on perceived control of time and perceived stress in the context of higher education. Twenty-three undergraduate students attended a time management training intervention and reported demands, perceived stress and perceived control of time directly before 2 and 4 weeks after training. We used a "non-equivalent dependent variable design" (Cook and Campbell, Quasi-experimentation: design and analysis for field settings, p. 118, 1979) with perceived stress and perceived control of time as dependent variables, which should be influenced by the training, and demands as control variable, which should not be changed. As expected, perceived stress decreased and perceived control of time increased after training, whereas demands did not change. Therefore, time management training might be beneficial for undergraduate students' well-being. Nevertheless, more intervention studies in this field are necessary, especially with lager samples, to contribute to more robust results and conclusions.

show abstract

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

Decreasing students’ stress through time management training: an intervention study

2014

Self Cite

View full text Add to dashboard Cite

show abstract

“…Time management mediated the relationship between time spent studying and academic success (Núñez, Suárez, Cerezo, González-Pienda, Rosário, Mourão, & Valle, 2013). Additional studies reported that teaching time management skills increased academic (Azar, 2013;Cemaloglu & Filiz, 2010;Van der Meer, Jansen, & Torenbeek, 2010;Zampetakis, Bouranta, & Moustakis, 2010) and professional (Häfner & Stock, 2010) outcomes. However, Swart, Lombard, and de Jager (2010) reported no significant correlation between academic achievement and time management skills in African engineering students.…”

Section: Academic Achievementmentioning

confidence: 99%

The Interactive Role of Emotional Intelligence, Attachment Style, and Resilience in the Prediction of Time Perception in Doctoral Students

Precin¹

2016

JPR

View full text Add to dashboard Cite

The perception of time (the use of temporal categories to conceptualize experiences) affects human behavior.Students' time perspective predicts academic outcomes: those with future orientations tend to have better academic outcomes than those with past or present, according to Zimbardo and Boyd's psychology of time model, and may contribute to the 80% attrition rate of emergent online distance learning programs. However, their model is limited because of the exclusion of certain variables that may influence the development and maintenance of time perspective. Zimbardo and Boyd's model claims that time perspective continually develops and changes but does not explain which variables or aspects of structure and discipline affect time perspective or its plasticity. This nonexperimental quantitative survey study was designed to ascertain whether emotional intelligence, attachment style, and resilience predicted time perspective, since each of these variables has been shown to influence behavior and relate to time perspective. Participants were 93 distance learning doctoral candidates from universities with an online format. Data gathered online from the Zimbardo Time Perception Inventory, Resilience Scale, Psychosocial Maturity Inventory, Revised Adult Attachment Scale, and a demographic questionnaire were analyzed using step-wise logistic regression analyses. Future time perspective was predicted by resilience, independent attachment style, dissertation phase, marital status (married), and gender (male). Present-hedonistic time perspective was predicted by low emotional intelligence, and dissertation phase. Present-fatalistic time perspective was predicted by low emotional intelligence. Past-positive time perspective was predicted by low anxiety attachment scores.Past-negative time perspective was predicted by an anxiety attachment style and high emotional intelligence.Results advanced Zimbaro and Boyd's theory of time perspective by identifying these variables as predictors of time perspective and how they worked together to influence time perspective. The presence of predictors indicated that previous research was incomplete in its explanation of the relationship between time perspectives and human behaviors, such as academic achievement, because of the contribution of emotional intelligence, resilience, and attachment style to time perspective. Results also indicated the need to include these variables in prediction models of attrition rates of online doctoral programs. (Schneider, 2010), social learning (Pratt et al., 2010;Wentzel, Battle, Russell, & Looney, 2010), sociocultural (Swain, Kinnear, & Steinman, 2011), and ecological systems (Janssen, Holahan, Lee, & Ostrom, 2010). One very interesting question that has been a focus in the scientific literature (Hamilton, Kives, Micevski, & Grace, 2003;Keough, Zimbardo, & Boyd, 1999; Milfont, Andrade, Belo, & Pessoa, 2008; is how the perception of time (the use of temporal categories or perspectives to conceptualize experiences; may affect human behavior, and in...

show abstract

“…While multiple authors [29][30][31][32][33][34] contended that skills to support time management can be taught and learned, studies by Slaven and Totterdell 20 and Macan 35 did not find that time management training improved time management practices. In fact, work by Claessens 36 reviewed eight studies where the results of time management training were mixed, showing both improvement and no improvement.…”

Section: Concepts Of Time Managementmentioning

confidence: 99%

Time Management Skills and Student Performance in Online Courses

Goodson¹,

Miertschin²,

Stewart³

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

Susan L. Miertschin, M.Ed., M.S.I.S., is an Associate Professor teaching in the Computer Information Systems program at University of Houston. Her teaching interests are in the areas of (1) information systems applications development and the complementary nature of back-end developer and front-end developer skill sets and (2) managing IT services. Her research interests are program and student assessment, the impact of instructional technology on student learning, and the improvement of e-learning environments and experiences.

show abstract

Time Management Training and Perceived Control of Time at Work

Cited by 77 publications

References 45 publications

Decreasing students’ stress through time management training: an intervention study

Decreasing students’ stress through time management training: an intervention study

The Interactive Role of Emotional Intelligence, Attachment Style, and Resilience in the Prediction of Time Perception in Doctoral Students

Time Management Skills and Student Performance in Online Courses

Contact Info

Product

Resources

About