Academic Probation, Time Management, and Time Use in a College Success Course

Abstract

Effective time management often undergirds students’ success in college, and many postsecondary learning centers offer services to help students assess and improve this aspect of their learning skills. In the context of a college success course, we gathered insights from assignments to consider various facets of students’ time-related behaviors and attitudes. Specifically, we examined a range of indicators of time management (i.e., setting goals and priorities, mechanics of time management, preference for organization, and procrastination) and use (i.e., total hours tracked in various categories, patterns of time use during a seven-day period). Implications for practice derive from the tendencies for the group of enrolled students as a whole as well as the differences between students who were and were not on academic probation.