TY - JOUR

T1 - How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance

AU - Trentepohl, Sebastian

AU - Waldeyer, Julia

AU - Fleischer, Jens

AU - Roelle, Julian

AU - Leutner, Detlev

AU - Wirth, Joachim

PY - 2022/4/23

Y1 - 2022/4/23

N2 - Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.

AB - Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.

KW - Academic performance

KW - Higher education

KW - Self-regulated learning

KW - Time management

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85128821511&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/663bf3b7-e240-3f5a-8cc8-969c3c625b58/

U2 - 10.3390/su14095097

DO - 10.3390/su14095097

M3 - Journal articles

AN - SCOPUS:85128821511

VL - 14

JO - Sustainability

JF - Sustainability

SN - 2071-1050

IS - 9

M1 - 5097

ER -