Date of Award
CC BY-NC-ND 4.0
The purpose of this study was to investigate the relationship between time management and academic achievement. To this end there were two specific aims. The first aim was to analyze the factor structure of time-management in an attempt to determine whether the construct consists of more than one component. The second aim was to examine whether time-management practices were predictive of academic performance even when general ability was controlled for. The time-management behaviour and attitudes of eighty-eight university students were assessed via their scores on a time-management questionnaire. Subject scores on the Multidimensional Aptitude Battery (Jackson, 1984) were used as a measure of general ability. Single semester grade point averages (for the semester in which the time-management and ability measures were taken) were obtained from college records. Scores on the time-management instrument were submitted to a principal components analysis which revealed two distinct components. A subsequent regression analysis was carried out wherein grade point average was regressed on each of the time-management components and on MAB-verbal scores in a stepwise procedure. While MAB-verbal scores accounted for the largest proportion of the variance $\rm (R\sp2$ =.13), both components were found to be significant predictors of grade point average (combined increment in $\rm R\sp2$ =.14). It is concluded that the construct of time-management appears to consist of more than one component, and that the time-management behaviours, feelings, and beliefs incorporated by these components may have an influence on academic achievement over and above the influence of general ability.Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1993 .W448. Source: Masters Abstracts International, Volume: 33-04, page: 1341. Adviser: Akira Kobasigawa. Thesis (M.A.)--University of Windsor (Canada), 1994.
Wells, Gregory Dennis., "Time-management and academic achievement." (1994). Electronic Theses and Dissertations. 4393.