Journal of Educational Psychology · 1991 · 160 citations · 0 references
EducationHigher EducationInstructionClassroom ManagementAcademic FunctioningAcademic Progress MonitoringInstructional Time ManagementRest Time ManagementStudent PersistenceTime ManagementAcademic Learning TimeClassroom Time StructuringInstructional Time UseOut-of-school TimeTime Management Support
The study tested whether time‑management practices predict college GPA. Ninety students completed a time‑management questionnaire in 1983, and their SAT scores and later cumulative GPAs were extracted from college records. Principal‑components analysis identified three time‑management components, and regression showed two of them significantly predicted cumulative GPA (R² = 0.21), explaining more variance than SAT scores, indicating that time‑management practices may influence college achievement.
A prospective study tested the hypothesis that college grade point average would be predicted by time-management practices. Ninety college students completed a time-management questionnaire in 1983; their high school Scholastic Aptitude Test (SAT) scores were obtained from college records. Principal-components analysis of the 35-item time-management instrument revealed 3 components. In 1987, 4 years later, each student's cumulative grade point average was obtained from college records. Regression analyses showed that 2 time-management components were significant predictors of cumulative grade point average (R 2 =.21) and accounted for more variance than did SAT scores (increment in R 2 =.05). It is concluded that time-management practices may influence college achievement