How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students’ Time Management Skills and Academic Performance
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In: Sustainability, Vol. 14, No. 9, 5097, 23.04.2022.
Research output: Journal contributions › Journal articles › Research › peer-review
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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 -