working students time management research

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Open Access

Peer-reviewed

Research Article

Does time management work? A meta-analysis

Roles Conceptualization, Data curation, Formal analysis, Methodology, Software, Validation, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Concordia University, Sir George Williams Campus, Montreal, Quebec, Canada

Roles Methodology, Validation

Affiliation FSA Ulaval, Laval University, Quebec City, Quebec, Canada

Roles Validation, Writing – review & editing

Brad Aeon,
Aïda Faber,
Alexandra Panaccio

Published: January 11, 2021
https://doi.org/10.1371/journal.pone.0245066
Reader Comments

Does time management work? We conducted a meta-analysis to assess the impact of time management on performance and well-being. Results show that time management is moderately related to job performance, academic achievement, and wellbeing. Time management also shows a moderate, negative relationship with distress. Interestingly, individual differences and contextual factors have a much weaker association with time management, with the notable exception of conscientiousness. The extremely weak correlation with gender was unexpected: women seem to manage time better than men, but the difference is very slight. Further, we found that the link between time management and job performance seems to increase over the years: time management is more likely to get people a positive performance review at work today than in the early 1990s. The link between time management and gender, too, seems to intensify: women’s time management scores have been on the rise for the past few decades. We also note that time management seems to enhance wellbeing—in particular, life satisfaction—to a greater extent than it does performance. This challenges the common perception that time management first and foremost enhances work performance, and that wellbeing is simply a byproduct.

Citation: Aeon B, Faber A, Panaccio A (2021) Does time management work? A meta-analysis. PLoS ONE 16(1): e0245066. https://doi.org/10.1371/journal.pone.0245066

Editor: Juan-Carlos Pérez-González, Universidad Nacional de Educacion a Distancia (UNED), SPAIN

Received: October 27, 2020; Accepted: December 21, 2020; Published: January 11, 2021

Copyright: © 2021 Aeon et al. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: All relevant data are within the manuscript and its Supporting Information files.

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist

Introduction

Stand-up comedian George Carlin once quipped that in the future a “time machine will be built, but no one will have time to use it” [ 1 ]. Portentously, booksellers now carry one-minute bedtime stories for time-starved parents [ 2 ] and people increasingly speed-watch videos and speed-listen to audio books [ 3 – 5 ]. These behaviors are symptomatic of an increasingly harried society suffering from chronic time poverty [ 6 ]. Work is intensifying—in 1965 about 50% of workers took breaks; in 2003, less than 2% [ 7 ]. Leisure, too, is intensifying: people strive to consume music, social media, vacations, and other leisure activities ever more efficiently [ 8 – 11 ].

In this frantic context, time management is often touted as a panacea for time pressure. Media outlets routinely extol the virtues of time management. Employers, educators, parents, and politicians exhort employees, students, children, and citizens to embrace more efficient ways to use time [ 12 – 16 ]. In light of this, it is not surprising that from 1960 to 2008 the frequency of books mentioning time management shot up by more than 2,700% [ 17 ].

Time management is defined as “a form of decision making used by individuals to structure, protect, and adapt their time to changing conditions” [ 18 ]. This means time management, as it is generally portrayed in the literature, comprises three components: structuring, protecting, and adapting time. Well-established time management measures reflect these concepts. Structuring time, for instance, is captured in such items as “Do you have a daily routine which you follow?” and “Do your main activities during the day fit together in a structured way?” [ 19 ]. Protecting time is reflected in items such as “Do you often find yourself doing things which interfere with your schoolwork simply because you hate to say ‘No’ to people?” [ 20 ]. And adapting time to changing conditions is seen in such items as “Uses waiting time” and “Evaluates daily schedule” [ 21 ].

Research has, furthermore, addressed several important aspects of time management, such as its relationship with work-life balance [ 22 ], whether gender differences in time management ability develop in early childhood [ 23 ], and whether organizations that encourage employees to manage their time experience less stress and turnover [ 24 ]. Despite the phenomenal popularity of this topic, however, academic research has yet to address some fundamental questions [ 25 – 27 ].

A critical gap in time management research is the question of whether time management works [ 28 , 29 ]. For instance, studies on the relationship between time management and job performance reveal mixed findings [ 30 , 31 ]. Furthermore, scholars’ attempts to synthesize the literature have so far been qualitative, precluding a quantitative overall assessment [ 18 , 32 , 33 ]. To tackle this gap in our understanding of time management, we conducted a meta-analysis. In addressing the question of whether time management works, we first clarify the criteria for effectiveness. In line with previous reviews, we find that virtually all studies focus on two broad outcomes: performance and wellbeing [ 32 ].

Overall, results suggest that time management enhances job performance, academic achievement, and wellbeing. Interestingly, individual differences (e.g., gender, age) and contextual factors (e.g., job autonomy, workload) were much less related to time management ability, with the notable exception of personality and, in particular, conscientiousness. Furthermore, the link between time management and job performance seems to grow stronger over the years, perhaps reflecting the growing need to manage time in increasingly autonomous and flexible jobs [ 34 – 37 ].

Overall, our findings provide academics, policymakers, and the general audience with better information to assess the value of time management. This information is all the more useful amid the growing doubts about the effectiveness of time management [ 38 ]. We elaborate on the contributions and implications of our findings in the discussion section.

What does it mean to say that time management works?

In the din of current debates over productivity, reduced workweeks, and flexible hours, time management comes to the fore as a major talking point. Given its popularity, it would seem rather pointless to question its effectiveness. Indeed, time management’s effectiveness is often taken for granted, presumably because time management offers a seemingly logical solution to a lifestyle that increasingly requires coordination and prioritization skills [ 39 , 40 ].

Yet, popular media outlets increasingly voice concern and frustration over time management, reflecting at least part of the population’s growing disenchantment [ 38 ]. This questioning of time management practices is becoming more common among academics as well [ 41 ]. As some have noted, the issue is not just whether time management works. Rather, the question is whether the techniques championed by time management gurus can be actually counterproductive or even harmful [ 26 , 42 ]. Other scholars have raised concerns that time management may foster an individualistic, quantitative, profit-oriented view of time that perpetuates social inequalities [ 43 , 44 ]. For instance, time management manuals beguile readers with promises of boundless productivity that may not be accessible to women, whose disproportionate share in care work, such as tending to young children, may not fit with typically male-oriented time management advice [ 45 ]. Similarly, bestselling time management books at times offer advice that reinforce global inequities. Some manuals, for instance, recommend delegating trivial tasks to private virtual assistants, who often work out of developing countries for measly wages [ 46 ]. Furthermore, time management manuals often ascribe a financial value to time—the most famous time management adage is that time is money. But recent studies show that thinking of time as money leads to a slew of negative outcomes, including time pressure, stress, impatience, inability to enjoy the moment, unwillingness to help others, and less concern with the environment [ 47 – 51 ]. What’s more, the pressure induced by thinking of time as money may ultimately undermine psychological and physical health [ 52 ].

Concerns over ethics and safety notwithstanding, a more prosaic question researchers have grappled with is whether time management works. Countless general-audience books and training programs have claimed that time management improves people’s lives in many ways, such as boosting performance at work [ 53 – 55 ]. Initial academic forays into addressing this question challenged those claims: time management didn’t seem to improve job performance [ 29 , 30 ]. Studies used a variety of research approaches, running the gamut from lab experiments, field experiments, longitudinal studies, and cross-sectional surveys to experience sampling [ 28 , 56 – 58 ]. Such studies occasionally did find an association between time management and performance, but only in highly motivated workers [ 59 ]; instances establishing a more straightforward link with performance were comparatively rare [ 31 ]. Summarizing these insights, reviews of the literature concluded that the link between time management and job performance is unclear; the link with wellbeing, however, seemed more compelling although not conclusive [ 18 , 32 ].

It is interesting to note that scholars often assess the effectiveness time management by its ability to influence some aspect of performance, wellbeing, or both. In other words, the question of whether time management works comes down to asking whether time management influences performance and wellbeing. The link between time management and performance at work can be traced historically to scientific management [ 60 ]. Nevertheless, even though modern time management can be traced to scientific management in male-dominated work settings, a feminist reading of time management history reveals that our modern idea of time management also descends from female time management thinkers of the same era, such as Lillian Gilbreth, who wrote treatises on efficient household management [ 43 , 61 , 62 ]. As the link between work output and time efficiency became clearer, industrialists went to great lengths to encourage workers to use their time more rationally [ 63 – 65 ]. Over time, people have internalized a duty to be productive and now see time management as a personal responsibility at work [ 43 , 66 , 67 ]. The link between time management and academic performance can be traced to schools’ historical emphasis on punctuality and timeliness. In more recent decades, however, homework expectations have soared [ 68 ] and parents, especially well-educated ones, have been spending more time preparing children for increasingly competitive college admissions [ 69 , 70 ]. In this context, time management is seen as a necessary skill for students to thrive in an increasingly cut-throat academic world. Finally, the link between time management and wellbeing harks back to ancient scholars, who emphasized that organizing one’s time was necessary to a life well-lived [ 71 , 72 ]. More recently, empirical studies in the 1980s examined the effect of time management on depressive symptoms that often plague unemployed people [ 19 , 73 ]. Subsequent studies surmised that the effective use of time might prevent a host of ills, such as work-life conflict and job stress [ 22 , 74 ].

Overall, then, various studies have looked into the effectiveness of time management. Yet, individual studies remain narrow in scope and reviews of the literature offer only a qualitative—and often inconclusive—assessment. To provide a more quantifiable answer to the question of whether time management works, we performed a meta-analysis, the methods of which we outline in what follows.

Literature search and inclusion criteria

We performed a comprehensive search using the keywords “time management” across the EBSCO databases Academic Search Complete , Business Source Complete , Computers & Applied Sciences Complete , Gender Studies Database , MEDLINE , Psychology and Behavioral Sciences Collection , PsycINFO , SocINDEX , and Education Source . The search had no restrictions regarding country and year of publication and included peer-reviewed articles up to 2019. To enhance comprehensiveness, we also ran a forward search on the three main time management measures: the Time Management Behavior Scale [ 21 ], the Time Structure Questionnaire [ 19 ], and the Time Management Questionnaire [ 20 ]. (A forward search tracks all the papers that have cited a particular work. In our case the forward search located all the papers citing the three time management scales available on Web of Science .)

Time management measures typically capture three aspects of time management: structuring, protecting, and adapting time to changing conditions. Structuring refers to how people map their activities to time using a schedule, a planner, or other devices that represent time in a systematic way [ 75 – 77 ]. Protecting refers to how people set boundaries around their time to repel intruders [ 78 , 79 ]. Examples include people saying no to time-consuming requests from colleagues or friends as well as turning off one’s work phone during family dinners. Finally, adapting one’s time to changing conditions means, simply put, to be responsive and flexible with one’s time structure [ 80 , 81 ]. Furthermore, time management measures typically probe behaviors related to these three dimensions (e.g., using a schedule to structure one’s day, making use of downtime), although they sometimes also capture people’s attitudes (e.g., whether people feel in control of their time).

As shown in Fig 1 , the initial search yielded 10,933 hits, excluding duplicates.

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https://doi.org/10.1371/journal.pone.0245066.g001

The search included no terms other than “time management” to afford the broadest possible coverage of time management correlates. Nevertheless, as shown in Table 1 , we focused exclusively on quantitative, empirical studies of time management in non-clinical samples. Successive rounds of screening, first by assessing paper titles and abstracts and then by perusing full-text articles, whittled down the number of eligible studies to 158 (see Fig 1 ).

https://doi.org/10.1371/journal.pone.0245066.t001

Data extraction and coding

We extracted eligible effect sizes from the final pool of studies; effect sizes were mostly based on means and correlations. In our initial data extraction, we coded time management correlates using the exact variable names found in each paper. For instance, “work-life imbalance” was initially coded in those exact terms, rather than “work-life conflict.” Virtually all time management correlates we extracted fell under the category of performance and/or wellbeing. This pattern tallies with previous reviews of the literature [ 18 , 32 ]. A sizable number of variables also fell under the category of individual differences and contextual factors, such as age, personality, and job autonomy. After careful assessment of the extracted variables, we developed a coding scheme using a nested structure shown in Table 2 .

https://doi.org/10.1371/journal.pone.0245066.t002

Aeon and Aguinis suggested that time management influences performance, although the strength of that relationship may depend on how performance is defined [ 18 ]. Specifically, they proposed that time management may have a stronger impact on behaviors conducive to performance (e.g., motivation, proactiveness) compared to assessments of performance (e.g., supervisor rankings). For this reason, we distinguish between results- and behavior-based performance in our coding scheme, both in professional and academic settings. Furthermore, wellbeing indicators can be positive (e.g., life satisfaction) or negative (e.g., anxiety). We expect time management to influence these variables in opposite ways; it would thus make little sense to analyze them jointly. Accordingly, we differentiate between wellbeing (positive) and distress (negative).

In our second round of coding, we used the scheme shown in Table 2 to cluster together kindred variables. For instance, we grouped “work-life imbalance,” “work-life conflict” and “work-family conflict” under an overarching “work-life conflict” category. The authors reviewed each variable code and resolved rare discrepancies to ultimately agree on all coded variables. Note that certain variables, such as self-actualization, covered only one study (i.e., one effect size). While one or two effect sizes is not enough to conduct a meta-analysis, they can nonetheless be grouped with other effect sizes belonging to the same category (e.g., self-actualization and sense of purpose belong the broader category of overall wellbeing). For this reason, we included variables with one or two effect sizes for comprehensiveness.

Meta-analytic procedures

We conducted all meta-analyses following the variables and cluster of variables outlined in Table 2 . We opted to run all analyses with a random effects model. The alternative—a fixed effects model—assumes that all studies share a common true effect size (i.e., linking time management and a given outcome) which they approximate. This assumption is unrealistic because it implies that the factors influencing the effect size are the same in all studies [ 83 ]. In other words, a fixed effects model assumes that the factors affecting time management are similar across all studies—the fallacy underlying this assumption was the main theme of Aeon and Aguinis’s review [ 18 ]. To perform our analyses, we used Comprehensive Meta-Analysis v.3 [ 84 ], a program considered highly reliable and valid in various systematic assessments [ 85 , 86 ].

working students time management research

In many cases, studies reported how variables correlated with an overall time management score. In some cases, however, studies reported only correlations with discrete time management subscales (e.g., short-range planning, attitudes toward time, use of time management tools), leaving out the overall effect. In such cases, we averaged out the effect sizes of the subscales to compute a summary effect [ 83 ]. This was necessary not only because meta-analyses admit only one effect size per study, but also because our focus is on time management as a whole rather than on subscales. Similarly, when we analyzed the link between time management and a high-level cluster of variables (e.g., overall wellbeing rather than specific variables such as life satisfaction), there were studies with more than one relevant outcome (e.g., a study that captured both life satisfaction and job satisfaction). Again, because meta-analyses allow for only one effect size (i.e., variable) per study, we used the mean of different variables to compute an overall effect sizes in studies that featured more than one outcome [ 83 ].

Overall description of the literature

We analyzed 158 studies for a total number of 490 effect sizes. 21 studies explored performance in a professional context, 76 performance in an academic context, 30 investigated wellbeing (positive), and 58 distress. Interestingly, studies did not systematically report individual differences, as evidenced by the fact that only 21 studies reported correlations with age, and only between 10 and 15 studies measured personality (depending on the personality trait). Studies that measured contextual factors were fewer still—between 3 and 7 (depending on the contextual factor). These figures fit with Aeon and Aguinis’s observation that the time management literature often overlooks internal and external factors that can influence the way people manage time [ 18 ].

With one exception, we found no papers fitting our inclusion criteria before the mid-1980s. Publication trends also indicate an uptick in time management studies around the turn of the millennium, with an even higher number around the 2010s. This trend is consistent with the one Shipp and Cole identified, revealing a surge in time-related papers in organizational behavior around the end of the 1980s [ 87 ].

It is also interesting to note that the first modern time management books came out in the early 1970s, including the The Time Trap (1972), by Alec MacKenzie and How to Get Control of your Time and your Life (1973), by Alan Lakein. These books inspired early modern time management research [ 21 , 58 , 88 ]. It is thus very likely that the impetus for modern time management research came from popular practitioner manuals.

To assess potential bias in our sample of studies, we computed different estimates of publication bias (see Table 3 ). Overall, publication bias remains relatively low (see funnel plots in S1). Publication bias occurs when there is a bias against nonsignificant or even negative results because such results are seen as unsurprising and not counterintuitive. In this case, however, the fact that time management is generally expected to lead to positive outcomes offers an incentive to publish nonsignificant or negative results, which would be counterintuitive [ 89 ]. By the same token, the fact that some people feel that time management is ineffective [ 38 ] provides an incentive to publish papers that link time management with positive outcomes. In other words, opposite social expectations surrounding time management might reduce publication bias.

https://doi.org/10.1371/journal.pone.0245066.t003

Finally, we note that the link between time management and virtually all outcomes studied is highly heterogeneous (as measured, for instance, by Cochran’s Q and Higgins & Thompson’s I 2 ; see tables below). This high level of heterogeneity suggests that future research should pay more attention to moderating factors (e.g., individual differences).

Time management and performance in professional settings

Overall, time management has a moderate impact on performance at work, with correlations hovering around r = .25. We distinguish between results-based and behavior-based performance. The former measures performance as an outcome (e.g., performance appraisals by supervisors) whereas the latter measures performance as behavioral contributions (e.g., motivation, job involvement). Time management seems related to both types of performance. Although the effect size for results-based performance is lower than that of behavior-based performance, moderation analysis reveals the difference is not significant (p > .05), challenging Aeon and Aguinis’s conclusions [ 18 ].

Interestingly, the link between time management and performance displays much less heterogeneity (see Q and I 2 statistics in Table 4 ) than the link between time management and other outcomes (see tables below). The studies we summarize in Table 4 include both experimental and non-experimental designs; they also use different time management measures. As such, we can discount, to a certain extent, the effect of methodological diversity. We can perhaps explain the lower heterogeneity by the fact that when people hold a full-time job, they usually are at a relatively stable stage in life. In school, by contrast, a constellation of factors (e.g., financial stability and marital status, to name a few) conspire to affect time management outcomes. Furthermore, work contexts are a typically more closed system than life in general. For this reason, fewer factors stand to disrupt the link between time management and job performance than that between time management and, say, life satisfaction. Corroborating this, note how, in Table 6 below, the link between time management and job satisfaction ( I 2 = 58.70) is much less heterogeneous than the one between time management and life satisfaction ( I 2 = 95.45).

https://doi.org/10.1371/journal.pone.0245066.t004

Moreover, we note that the relationship between time management and job performance (see Fig 2 ) significantly increases over the years ( B = .0106, p < .01, Q model = 8.52(1), Q residual = 15.54(9), I 2 = 42.08, R 2 analog = .75).

https://doi.org/10.1371/journal.pone.0245066.g002

Time management and performance in academic settings

Overall, the effect of time management on performance seems to be slightly higher in academic settings compared to work settings, although the magnitude of the effect remains moderate (see Table 5 ). Here again, we distinguish between results- and behavior-based performance. Time management’s impact on behavior-based performance seems much higher than on results-based performance—a much wider difference than the one we observed in professional settings. This suggests than results-based performance in academic settings depends less on time management than results-based performance in professional settings. This means that time management is more likely to get people a good performance review at work than a strong GPA in school.

https://doi.org/10.1371/journal.pone.0245066.t005

In particular, time management seems to be much more negatively related to procrastination in school than at work. Although we cannot establish causation in all studies, we note that some of them featured experimental designs that established a causal effect of time management on reducing procrastination [ 90 ].

Interestingly, time management was linked to all types of results-based performance except for standardized tests. This is perhaps due to the fact that standardized tests tap more into fluid intelligence, a measure of intelligence independent of acquired knowledge [ 91 ]. GPA and regular exam scores, in contrast, tap more into crystallized intelligence, which depends mostly on accumulated knowledge. Time management can thus assist students in organizing their time to acquire the knowledge necessary to ace a regular exam; for standardized exams that depend less on knowledge and more on intelligence, however, time management may be less helpful. Evidence from other studies bears this out: middle school students’ IQ predicts standardized achievement tests scores better than self-control while self-control predicts report card grades better than IQ [ 92 ]. (For our purposes, we can use self-control as a very rough proxy for time management.) Relatedly, we found no significant relationship between time management and cognitive ability in our meta-analysis (see Table 8 ).

Time management and wellbeing

On the whole, time management has a slightly stronger impact on wellbeing than on performance. This is unexpected, considering how the dominant discourse points to time management as a skill for professional career development. Of course, the dominant discourse also frames time management as necessary for wellbeing and stress reduction, but to a much lesser extent. Our finding that time management has a stronger influence on wellbeing in no way negates the importance of time management as a work skill. Rather, this finding challenges the intuitive notion that time management is more effective for work than for other life domains. As further evidence, notice how in Table 6 the effect of time management on life satisfaction is 72% stronger than that on job satisfaction.

https://doi.org/10.1371/journal.pone.0245066.t006

Time management and distress

Time management seems to allay various forms of distress, although to a lesser extent than it enhances wellbeing. The alleviating effect on psychological distress is particularly strong ( r = -0.358; see Table 7 ).

https://doi.org/10.1371/journal.pone.0245066.t007

That time management has a weaker effect on distress should not be surprising. First, wellbeing and distress are not two poles on opposite ends of a spectrum. Although related, wellbeing and distress are distinct [ 93 ]. Thus, there is no reason to expect time management to have a symmetrical effect on wellbeing and distress. Second, and relatedly, the factors that influence wellbeing and distress are also distinct. Specifically, self-efficacy (i.e., seeing oneself as capable) is a distinct predictor of wellbeing while neuroticism and life events in general are distinct predictors of distress [ 94 ]. It stands to reason that time management can enhance self-efficacy. (Or, alternatively, that people high in self-efficacy would be more likely to engage in time management, although experimental evidence suggests that time management training makes people feel more in control of their time [ 89 ]; it is thus plausible that time management may have a causal effect on self-efficacy. Relatedly, note how time management ability is strongly related to internal locus of control in Table 8 ) In contrast, time management can do considerably less in the way of tackling neuroticism and dampening the emotional impact of tragic life events. In other words, the factors that affect wellbeing may be much more within the purview of time management than the factors that affect distress. For this reason, time management may be less effective in alleviating distress than in improving wellbeing.

https://doi.org/10.1371/journal.pone.0245066.t008

Time management and individual differences

Time management is, overall, less related to individual differences than to other variables.

Age, for instance, hardly correlates with time management (with a relatively high consistency between studies, I 2 = 55.79, see Table 8 above).

Similarly, gender only tenuously correlates with time management, although in the expected direction: women seem to have stronger time management abilities than men. The very weak association with gender ( r = -0.087) is particularly surprising given women’s well-documented superior self-regulation skills [ 95 ]. That being said, women’s time management abilities seem to grow stronger over the years ( N = 37, B = -.0049, p < .05, Q model = 3.89(1), Q residual = 218.42(35), I 2 = 83.98, R 2 analog = .03; also see Fig 3 below). More realistically, this increase may not be due to women’s time management abilities getting stronger per se but, rather, to the fact that women now have more freedom to manage their time [ 96 ].

https://doi.org/10.1371/journal.pone.0245066.g003

Other demographic indicators, such as education and number of children, were nonsignificant. Similarly, the relationships between time management and personal attributes and attitudes were either weak or nonsignificant, save for two notable exceptions. First, the link between time management and internal locus of control (i.e., the extent to which people perceive they’re in control of their lives) is quite substantial. This is not surprising, because time management presupposes that people believe they can change their lives. Alternatively, it may be that time management helps people strengthen their internal locus of control, as experimental evidence suggests [ 89 ]. Second, the link between time management and self-esteem is equally substantial. Here again, one can make the argument either way: people with high self-esteem might be confident enough to manage their time or, conversely, time management may boost self-esteem. The two options are not mutually exclusive: people with internal loci of control and high self-esteem levels can feel even more in control of their lives and better about themselves through time management.

We also note a very weak but statistically significant negative association between time management and multitasking. It has almost become commonsense that multitasking does not lead to performance [ 97 ]. As a result, people with stronger time management skills might deliberately steer clear of this notoriously ineffective strategy.

In addition, time management was mildly related to hours spent studying but not hours spent working. (These variables cover only student samples working part- or full-time and thus do not apply to non-student populations.) This is consistent with time-use studies revealing that teenagers and young adults spend less time working and more time studying [ 98 ]. Students who manage their time likely have well-defined intentions, and trends suggest those intentions will target education over work because, it is hoped, education offers larger payoffs over the long-term [ 99 ].

In terms of contextual factors, time management does not correlate significantly with job autonomy. This is surprising, as we expected autonomy to be a prerequisite for time management (i.e., you can’t manage time if you don’t have the freedom to). Nevertheless, qualitative studies have shown how even in environments that afford little autonomy (e.g., restaurants), workers can carve out pockets of time freedom to momentarily cut loose [ 100 ]. Thus, time management behaviors may flourish even in the most stymying settings. In addition, the fact that time management is associated with less role overload and previous attendance of time management training programs makes sense: time management can mitigate the effect of heavy workloads and time management training, presumably, improves time management skills.

Finally, time management is linked to all personality traits. Moreover, previous reviews of the literature have commented on the link between time management and conscientiousness in particular [ 32 ]. What our study reveals is the substantial magnitude of the effect ( r = 0.451). The relationship is not surprising: conscientiousness entails orderliness and organization, which overlap significantly with time management. That time management correlates so strongly with personality (and so little with other individual differences) lends credence to the dispositional view of time management [ 101 – 103 ]. However, this finding should not be taken to mean that time management is a highly inheritable, fixed ability. Having a “you either have it or you don’t” view of time management is not only counterproductive [ 104 ] but also runs counter to evidence showing that time management training does, in fact, help people manage their time better.

Does time management work? It seems so. Time management has a moderate influence on job performance, academic achievement, and wellbeing. These three outcomes play an important role in people’s lives. Doing a good job at work, getting top grades in school, and nurturing psychological wellbeing contribute to a life well lived. Widespread exhortations to get better at time management are thus not unfounded: the importance of time management is hard to overstate.

Contributions

Beyond answering the question of whether time management works, this study contributes to the literature in three major ways. First, we quantify the impact of time management on several outcomes. We thus not only address the question of whether time management works, but also, and importantly, gauge to what extent time management works. Indeed, our meta-analysis covers 53,957 participants, which allows for a much more precise, quantified assessment of time management effectiveness compared to qualitative reviews.

Second, this meta-analysis systematically assesses relationships between time management and a host of individual differences and contextual factors. This helps us draw a more accurate portrait of potential antecedents of higher (or lower) scores on time management measures.

Third, our findings challenge intuitive ideas concerning what time management is for. Specifically, we found that time management enhances wellbeing—and in particular life satisfaction—to a greater extent than it does various types of performance. This runs against the popular belief that time management primarily helps people perform better and that wellbeing is simply a byproduct of better performance. Of course, it may be that wellbeing gains, even if higher than performance gains, hinge on performance; that is to say, people may need to perform better as a prerequisite to feeling happier. But this argument doesn’t jibe with experiments showing that even in the absence of performance gains, time management interventions do increase wellbeing [ 89 ]. This argument also founders in the face of evidence linking time management with wellbeing among the unemployed [ 105 ], unemployment being an environment where performance plays a negligible role, if any. As such, this meta-analysis lends support to definitions of time management that are not work- or performance-centric.

Future research and limitations

This meta-analysis questions whether time management should be seen chiefly as a performance device. Our questioning is neither novel nor subversive: historically people have managed time for other reasons than efficiency, such as spiritual devotion and philosophical contemplation [ 72 , 106 , 107 ]. It is only with relatively recent events, such as the Industrial Revolution and waves of corporate downsizing, that time management has become synonymous with productivity [ 43 , 65 ]. We hope future research will widen its scope and look more into outcomes other than performance, such as developing a sense of meaning in life [ 108 ]. One of the earliest time management studies, for instance, explored how time management relates to having a sense of purpose [ 73 ]. However, very few studies followed suit since. Time management thus stands to become a richer, more inclusive research area by investigating a wider array of outcomes.

In addition, despite the encouraging findings of this meta-analysis we must refrain from seeing time management as a panacea. Though time management can make people’s lives better, it is not clear how easy it is for people to learn how to manage their time adequately. More importantly, being “good” at time management is often a function of income, education, and various types of privilege [ 42 , 43 , 46 , 109 ]. The hackneyed maxim that “you have as many hours in a day as Beyoncé,” for instance, blames people for their “poor” time management in pointing out that successful people have just as much time but still manage to get ahead. Yet this ill-conceived maxim glosses over the fact that Beyoncé and her ilk do, in a sense, have more hours in a day than average people who can’t afford a nanny, chauffeur, in-house chefs, and a bevy of personal assistants. Future research should thus look into ways to make time management more accessible.

Furthermore, this meta-analysis rests on the assumption that time management training programs do enhance people’s time management skills. Previous reviews have noted the opacity surrounding time management interventions—studies often don’t explain what, exactly, is taught in time management training seminars [ 18 ]. As a result, comparing the effect of different interventions might come down to comparing apples and oranges. (This might partly account for the high heterogeneity between studies.) We hope that our definition of time management will spur future research into crafting more consistent, valid, and generalizable interventions that will allow for more meaningful comparisons.

Finally, most time management studies are cross-sectional. Yet it is very likely that the effect of time management compounds over time. If time management can help students get better grades, for instance, those grades can lead to better jobs down the line [ 110 ]. Crucially, learning a skill takes time, and if time management helps people make the time to learn a skill, then time management stands to dramatically enrich people’s lives. For this reason, longitudinal studies can track different cohorts to see how time management affects people’s lives over time. We expect that developing time management skills early on in life can create a compound effect whereby people acquire a variety of other skills thanks to their ability to make time.

Overall, this study offers the most comprehensive, precise, and fine-grained assessment of time management to date. We address the longstanding debate over whether time management influences job performance in revealing a positive, albeit moderate effect. Interestingly, we found that time management impacts wellbeing—and in particular life satisfaction—to a greater extent than performance. That means time management may be primarily a wellbeing enhancer, rather than a performance booster. Furthermore, individual and external factors played a minor role in time management, although this does not necessarily mean that time management’s effectiveness is universal. Rather, we need more research that focuses on the internal and external variables that affect time management outcomes. We hope this study will tantalize future research and guide practitioners in their attempt to make better use of their time.

Supporting information

S1 checklist. prisma 2009 checklist..

https://doi.org/10.1371/journal.pone.0245066.s001

S1 File. Funnel plots.

https://doi.org/10.1371/journal.pone.0245066.s002

S2 File. Dataset.

https://doi.org/10.1371/journal.pone.0245066.s003

Acknowledgments

We would like to take this opportunity to acknowledge our colleagues for their invaluable help: Mengchan Gao, Talha Aziz, Elizabeth Eley, Robert Nason, Andrew Ryder, Tracy Hecht, and Caroline Aubé.

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Does time management work? A meta-analysis

1 Concordia University, Sir George Williams Campus, Montreal, Quebec, Canada

Aïda Faber

2 FSA Ulaval, Laval University, Quebec City, Quebec, Canada

Alexandra Panaccio

Associated data.

All relevant data are within the manuscript and its Supporting Information files.

Introduction

What does it mean to say that time management works?

Literature search and inclusion criteria

As shown in Fig 1 , the initial search yielded 10,933 hits, excluding duplicates.

An external file that holds a picture, illustration, etc.
Object name is pone.0245066.g001.jpg

Inclusion Criteria	Exclusion Criteria
Study must contain a quantitative measure of time management (e.g., scale, survey, questionnaire) and/or feature a time management experiment with at least one control group	Qualitative approaches (e.g., interviews, case studies)
Construct must be related to time management, such as time structure, time planning, scheduling, time management behaviors, time management practice, time management skills, and attitudes toward time management	Time-use studies (e.g., national time-use surveys, individual-level time-tracking studies), time perception studies, studies on non-personal time management (e.g., real-time management in supply chains), and time management studies focusing mainly on clinical samples (e.g., with chronic pain or ADHD)
Study must be about time management in relation to other variables (e.g., life satisfaction, stress, academic achievement)	Studies focusing exclusively on time management (e.g., factor analyses)

Data extraction and coding

Performance				Wellbeing		Individual Differences
Professional Setting		Academic Setting		Positive (wellbeing)	Negative (distress)	Demographics	Personality	Attributes and Attitudes	Contextual Factors
				Job Satisfaction	Emotional Exhaustion	Age	Agreeableness	Internal Locus of Control	Job Autonomy
Job performance	Creativity	GPA	Procrastination (reverse coded)	Life Satisfaction	Stress	Gender	Extraversion	Type A	Role Overload
	Helping Behavior	Standardized Tests	Motivation	Mental Health (positive)	Work-life Conflict	Education	Conscientiousness	Self-esteem	Time Management Training
	Job Involvement	Test Scores		Optimism	Anxiety	Number of Children	Neuroticism	Protestant Work Ethic
	Procrastination (reverse coded)			Physical health (positive)	Depression	Marital Status	Openness	Multitasking
	Motivation			Positive affect	Psychological Distress			Cognitive Ability
	Proactiveness			Self-actualization	Hopelessness			Hours Worked
				Sense of purpose	Boredom
				Wellbeing	Negative Affect
					Worry
					Physical Distress

Meta-analytic procedures

Meta-analyses do not typically perform calculations on correlations (e.g., Pearson’s r). Instead, we transformed correlations into Fisher’s z scales [ 83 ]. The transformation was done with z = 0.5 × ln ( 1 + r 1 − r ) , where r represents the correlation extracted from each individual study. The variance of Fisher’s Z was calculated as V z = 1 n − 3 where n corresponds to the study’s sample size; the standard error of Fisher’s Z was calculated as S E z = V z .

Overall description of the literature

Job performance	Academic achievement	Wellbeing	Distress
344	2,735	6,496	9,333
75	309	339	364
B(0) = 2.76	B(0) = 1.18	B(0) = 0.31	B(0) = -1.18
CI (95%) = (-.77; 6.28)	CI (95%) = (-.36; 2.72)	CI (95%) = (-.4.08; 4.69)	CI (95%) = (-.3.31; 0.94)
> .05	> .05	> .05	> .05
1 study missing	0 studies missing	0 studies missing	14 studies missing
New effect size = .188	0 studies missing	0 studies missing	New effect size = .283

Time management and performance in professional settings

Variable	k	N	r	95% CI	Q(df)		(SE)
	21	3,990	0.259	0.197–0.318	77.32 (20)	0.016	0.007	74.13
	13	2,532	0.221	0.144–0.295	44.19 (12)	0.015	0.009	72.84
	13	2,474	0.297	0.225–0.365	40.56 (12)	0.013	0.008	70.41
Creativity	1	213	0.460	0.347–0.560	-	-	-	-
Helping behavior	1	254	0.160	0.038–0.278	-	-	-	-
Job involvement	4	617	0.207	0.129–0.282	2.99 (3)	0	0.006	0
Procrastination (reverse coded)	2	198	0.374	0.166–0.550	1.61 (1)	0.012	0.046	37.92
Motivation	4	711	0.352	0.226–0.467	10.12 (3)	0.014	0.016	70.37
Proactiveness	3	813	0.267	0.121–0.401	8.81 (2)	0.014	0.018	77.30

* p < .05

** p < .01

*** p < .001.

k = number of studies related to the variable | N = total sample size related to the variable.

r = effect size of the correlation between time management and the variable | 95% CI = confidence interval of the effect size.

Q = Cochran’s Q, a measure of between-study heterogeneity | τ 2 = measure of between-study variance | I 2 = alternative measure of between-study heterogeneity.

Variable	k	N	r	95% CI	Q(df)		(SE)
	30	9,905	0.313	0.244–0.380	395.83 (29)	0.040	0.014	92.67
Job satisfaction	11	2,856	0.248	0.189–0.305	24.21 (10)	0.006	0.005	58.70
Life satisfaction	9	2,855	0.426	0.273–0.558	175.86 (8)	0.068	0.038	95.45
Mental health (positive)	2	473	0.556	0.349–0.711	7.56 (1)	0.031	0.051	86.77
Optimism	2	330	0.305	0.108–0.479	3.44 (1)	0.016	0.032	70.94
Physical health (positive)	2	567	0.293	-0.002–0.542	13.07 (1)	0.045	0.068	92.35
Positive affect	5	2,725	0.280	0.186–0.368	18.73 (4)	0.010	0.010	78.65
Self-actualization	1	336	0.280	0.178–0.376	-	-	-	-
Sense of purpose	1	529	0.351	0.274–0.424	-	-	-	-
Wellbeing	5	1,447	0.219	0.092–0.338	22.86 (4)	0.018	0.016	82.50

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Object name is pone.0245066.g002.jpg

Time management and performance in academic settings

Variable	k	N	R	95% CI	Q(df)		(SE)
	76	30,605	0.262	0.223–0.300	916.31 (75)	0.029	0.007	91.81
	63	27,225	0.196	0.160–0.232	535.28 (62)	0.018	0.005	88.41
GPA	57	24,270	0.213	0.178–0.247	384.48 (56)	0.014	0.004	85.43
Standardized Tests	7	6,270	0.011	-0.053–0.094	33.35 (6)	0.007	0.006	82.01
Test Scores	3	603	0.228	0.151–0.303	1.21 (2)	0	0.005	0
	28	8,186	0.430	0.365–0.490	310.83 (27)	0.037	0.013	91.31
Procrastination (reverse coded)	14	3,558	0.490	0.399–0.572	136.62 (13)	0.040	0.020	90.48
Motivation	17	5,805	0.381	0.302–0.454	178.85 (16)	0.031	0.013	91.05

Variable	k	N	r	95% CI	Q(df)		(SE)

Age	21	7,579	0.032	-0.013–0.076	70.42 (20)	0.007	0.004	71.60
Age (excluding children)	19	6,811	0.048	0.010–0.086	40.71 (18)	0.004	0.002	55.79
Gender	37	16,044	-0.087	-0.129 \| -0.045	232.40 (36)	0.013	0.005	84.51
Education	3	808	0.019	-0.050–0.088	0.304 (2)	0	0.005	0
Number of children	3	961	0.027	-0.037–0.090	0.247 (2)	0	0.004	0
Marital status	3	980	0.015	-0.048–0.078	0.548 (2)	0	0.003	0

Agreeableness	10	4,562	0.169	0.091–0.244	57.85 (9)	0.013	0.008	84.43
Extraversion	13	5,345	0.102	0.039–0.164	59.05 (12)	0.010	0.006	79.67
Conscientiousness	15	5,159	0.451	0.326–0.561	367.16 (14)	0.079	0.041	96.18
Neuroticism	14	5,222	-0.151	-0.229 \| -0.072	94.61 (13)	0.018	0.010	86.26
Openness	11	4,793	0.141	0.037–0.243	124.17 (10)	0.028	0.016	91.94

Internal locus of control	3	579	0.346	0.269–0.419	2.16 (2)	0	0.006	7.39
Type A	7	2,388	0.110	0.017–0.202	31.05 (6)	0.013	0.09	80.67
Self-esteem	3	947	0.346	0.225–0.456	8.19 (2)	0.010	0.014	75.58
Protestant Work Ethic	3	998	0.026	-0.036–0.088	0.240 (2)	0	0.003	0
Multitasking	5	932	-0.088	-0.164 \| -0.010	5.53 (4)	0.002	0.006	27.66
Cognitive ability	3	1,484	0.015	-0.064–0.094	4.36 (2)	0.003	0.005	54.11
Hours spent studying	6	3,184	0.137	0.036–0.235	30.08 (5)	0.012	0.011	83.37
Hours spent working	8	3,682	-0.042	-0.159–0.076	64.87 (7)	0.023	0.019	89.21

Job autonomy	4	751	0.101	-0.060–0.256	8.38 (3)	0.016	0.022	64.23
Role overload	7	1,187	-0.146	-0.284 \| - 0.003	26.59 (6)	0.025	0.023	77.43
Time management training	3	846	0.173	0.031–0.309	5.92 (2)	0.010	0.016	66.62

a Female = 1; Male = 2.

b Single = 1; Married = 2.

Time management and wellbeing

Time management and distress

Variable	k	N	r	95% CI	Q(df)		(SE)
	58	15,387	-0.222	-0.273 \| -0.170	611.57 (57)	0.038	0.010	90.68
	26	5,621	-0.225	-0.295 \| -0.153	184.49 (25)	0.031	0.012	86.44
Emotional exhaustion	3	213	-0.260	-0.338 \| -0.179	1.86 (2)	0	0.006	0
Stress	17	3,367	-0.286	-0.390 \| -0.176	163.84 (16)	0.05	0.024	90.23
Work-life conflict	9	2,812	-0.163	-0.277 \| -0.043	82.11 (8)	0.031	0.018	90.25
	34	10,100	-0.254	-0.315 \| -0.190	350.58 (33)	0.034	0.012	90.85
Anxiety	16	6,648	-0.181	-0.255 \| -0.105	140.28 (15)	0.021	0.011	89.30
Depression	2	625	-0.226	-0.375 \| -0.065	-	-	-	-
Psychological distress	10	2,196	-0.358	-0.447 \| -0.263	52.98 (9)	0.023	0.014	83.01
Hopelessness	2	565	-0.218	-0.296 \| -0.138	-	-	-	-
Boredom	5	1,248	-0.310	-0.507 \| -0.081	69.68 (4)	0.070	0.055	94.26
Negative affect	4	2,393	-0.232	-0.451 \| 0.014	70.74 (3)	0.061	0.061	95.75
Worry	3	291	-0.191	-0.355 \| -0.016	3.98 (2)	0.012	0.025	49.77
	7	2,067	-0.204	-0.264 \| -0.142	11.52 (6)	0.003	0.004	47.93

Time management and individual differences

Time management is, overall, less related to individual differences than to other variables.

Age, for instance, hardly correlates with time management (with a relatively high consistency between studies, I 2 = 55.79, see Table 8 above).

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Object name is pone.0245066.g003.jpg

Contributions

Future research and limitations

Supporting information

S1 checklist, acknowledgments.

We would like to take this opportunity to acknowledge our colleagues for their invaluable help: Mengchan Gao, Talha Aziz, Elizabeth Eley, Robert Nason, Andrew Ryder, Tracy Hecht, and Caroline Aubé.

Funding Statement

The authors received no specific funding for this work.

Data Availability

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The Impact of Time Management on Students' Academic Achievement

S N A M Razali 1 , M S Rusiman 1 , W S Gan 1 and N Arbin 2

Published under licence by IOP Publishing Ltd Journal of Physics: Conference Series , Volume 995 , International Seminar on Mathematics and Physics in Sciences and Technology 2017 (ISMAP 2017) 28–29 October 2017, Hotel Katerina, Malaysia Citation S N A M Razali et al 2018 J. Phys.: Conf. Ser. 995 012042 DOI 10.1088/1742-6596/995/1/012042

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1 Department of Mathematics and Statistic, Faculty of Applied Science and Technology University Tun Hussein Onn Malaysia, Batu Pahat, Johor, Malaysia.

2 Department of Mathematic, Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, 35900 Perak, Malaysia.

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Time management is very important and it may actually affect individual's overall performance and achievements. Students nowadays always commented that they do not have enough time to complete all the tasks assigned to them. In addition, a university environment's flexibility and freedom can derail students who have not mastered time management skills. Therefore, the aim of this study is to determine the relationship between the time management and academic achievement of the students. The factor analysis result showed three main factors associated with time management which can be classified as time planning, time attitudes and time wasting. The result also indicated that gender and races of students show no significant differences in time management behaviours. While year of study and faculty of students reveal the significant differences in the time management behaviours. Meanwhile, all the time management behaviours are significantly positively related to academic achievement of students although the relationship is weak. Time planning is the most significant correlated predictor.

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College Students’ Time Management: a Self-Regulated Learning Perspective

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Published: 27 October 2020
Volume 33 , pages 1319–1351, ( 2021 )

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Christopher A. Wolters ORCID: orcid.org/0000-0002-8406-038X 1 &
Anna C. Brady 1

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Despite its recognized importance for academic success, much of the research investigating time management has proceeded without regard to a comprehensive theoretical model for understanding its connections to students’ engagement, learning, or achievement. Our central argument is that self-regulated learning provides the rich conceptual framework necessary for understanding college students’ time management and for guiding research examining its relationship to their academic success. We advance this larger purpose through four major sections. We begin by describing work supporting the significance of time management within post-secondary contexts. Next, we review the limited empirical findings linking time management and the motivational and strategic processes viewed as central to self-regulated learning. We then evaluate conceptual ties between time management and processes critical to the forethought, performance, and post-performance phases of self-regulated learning. Finally, we discuss commonalities in the antecedents and contextual determinants of self-regulated learning and time management. Throughout these sections, we identify avenues of research that would contribute to a greater understanding of time management and its fit within the framework of self-regulated learning. Together, these efforts demonstrate that time management is a significant self-regulatory process through which students actively manage when and for how long they engage in the activities deemed necessary for reaching their academic goals.

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Wolters, C.A., Brady, A.C. College Students’ Time Management: a Self-Regulated Learning Perspective. Educ Psychol Rev 33 , 1319–1351 (2021). https://doi.org/10.1007/s10648-020-09519-z

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Balancing School and Work Amidst a Pandemic: Working Students’ Time Management

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Educational Management
Paper ID: UIJRTV3I10009
Pages: 58-63
November 2021

A lot of research on time management was done to uncover a person’s efficacy and influence on their job; nevertheless, we can find very limited literature addressing time management. Every working student should investigate their time management to improve their performance both at work and in academics . Purposive random sampling was applied to find out their time management. There are forty-three males and fifty-eight females among the respondents in this survey. The descriptive research approach for this study was developed from Wayne State University’s Time Management Questionnaire. The study’s findings revealed that male working students have slightly more stressful time management than female working students, and that organized time management is never declared by any of the male working students, whereas some of their female counterparts have declared that they have organized time management. Finally, it is stated in this study that male and female time management is different.

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Principles of effective time management for balance, well-being, and success.

The principles below are derived from research on time management, motivation theory and much experience working with university students. Think of time management techniques as tools to help you do what you value the most. Make these tools into an expression of your values—what’s most important to you—not just a schedule to get more stuff done. Try to keep these principles in mind as you schedule and calendar your time, and when making the moment-to‐moment decisions that are crucial to effective time management for balance and well-being.

Commitment —if you can’t commit to devoting time to a task, don’t put it in your schedule. Only schedule tasks you WILL do. Be brutally realistic, not idealistic when making your schedule. Creating a schedule you can’t actually keep is setting yourself up for frustration. If you don’t actually stick to your schedule it will soon become useless. This may have happened to you in the past.
Pursue fun with a vengeance —Make time for enjoyable, rejuvenating and satisfying activities like organizations, sports, and entertainment. Organize your academic and other obligations AROUND these commitments to fun.
Time vs. task focus —Think of your day in terms of time, not the tasks you have to do. Devote time to important tasks every day. It’s hard to predict how long a task will take, so it’s hard to schedule with great precision. But you can reliably schedule regular intervals of time and get into a routine. Make an appointment with yourself for a particular time period, and when playing or working, set your purpose “I'll get the most out of this time.”
One thing at a time —Current research shows us that multi-‐tasking is a myth. In actuality, we are switching back and forth between tasks. With each switch we pay a cognitive cost and a time cost: It takes time to get mentally back into the task, thus making us less efficient. When switching we lose the depth of our engagement, absorption. This depth is necessary at Princeton where you are expected to gain conceptual mastery, not merely a superficial understanding.
Block out time —devote, on a regular basis, chunks of time to a specific class. Make it part of your schedule, your routine. Estimate how many hours per week you want to devote to a class. Set aside this many hours for working tasks in the course Slice up your task into pieces and allow specific blocks of time for specific pieces of a big project.
First Things First —if you can do so, schedule the things that are most important to you first thing in the day, or at the first available time slot. Anything that gets scheduled later in the day has a greater chance of getting interrupted, put off and never gotten to. You won’t be thinking or worrying about your work during your leisure time if you get academic tasks done first.
Routine —It takes 30 days to create a habit, but good habits make your life easier. With good habits in place you don’t have to make as many hard decisions, thus you are less likely to make unproductive ones such as talking yourself out of doing what you had planned.
Flexibility —How do you incorporate flexibility into your schedule? Don’t schedule every hour of the day, leave empty time slots, and schedule in recreation time. Create a two-hour or three-hour block on Friday as a catch all makeup time. When things come up and you are deciding whether to diverge from your established schedule, survey future hours and days to see where you can make up lost time. Switch blocks of time so that your schedule reflects your new commitments.
Respond vs. react —In the moment of decision-‐making, when faced with a decision or an impulse to diverge from your schedule, don’t just react, RESPOND. Pause, take a moment to think. Remember what’s most important to you and do what will help you get it. For example, if exercise is a top priority for you, don’t let a sudden fear about a grade prevent you from exercising. Be ready to reduce the amount of time, but don't compromise on your health. Don’t let “mindgames” in which you create justifications get in the way or lead you astray.
Choose carefully where you study and do other tasks: minimize distraction; maximize focus.
Use physical reminders. If you want to work out more, but are getting bogged down in email or Facebook, put your running shoes on top of your laptop. Make it harder to get off track and easier to stick to your plan by changing your environment.
Study buddy/group—work on problem sets, readings, etc. in your shared course together.
Get a study/writing partner—same place and time, but not the same course.
Ask friends NOT to call you at specific times. Ask them to help you stick to your schedule. Say, “tell me to leave your room” or the dining hall after one hour, etc.

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Balancing School and Work Amidst a Pandemic: Working Students' Time Management

2021, United International Journal for Research & Technology

A lot of research on the time management were done to uncover person’s efficacy and influence on their job; nevertheless, we can find very limited literature addressing time management. Every working student should investigate their time management to improve their performance both at work and in academics. The purposive random sampling was applied in finding out their time management. There are forty-three males and fifty-eight females among the respondents in this survey. The descriptive research approach for this study was developed from Wayne State University’s Time Management Questionnaire. The study’s findings revealed that male working students have slightly more stressful time management than female working students, and that organized time management is never declared by any of the male working students, whereas some of their female counterparts have declared that they have organized time management. Finally, it is stated in this study that male and female time management is different.

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Time management plays a very important role in personal and professional life. Several studies have demonstrated that judicious use of time positively affects academic performance. This study was carried out to assess the relationship between time management and academic achievement of the students of Sylhet Agricultural University. Moreover, the study aimed to know if there was any gender difference in time management. Based on the literature review on time management, survey research has been identified as the most prominent design to study time management. The time management questionnaire developed by Britton and Tesser was used as a study tool for its reliability and validity. A total of 187 students were selected from Sylhet Agricultural University as respondents for the study. Data were analyzed using descriptive statistics, t-test, and ANOVA. The results of this study do not suggest a significant relationship between time management and academic achievement. However, females...

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Management has been studied and part of the literature since early twentieth century. Effective time management is associated with greater academic performance and lower levels of anxiety in students however, many students find it hard to find a balance between their studies and their day-to-day lives. This article examines the self-reported time management behavior of students on the basis of gender at the university level. The study was conducted to find out the time management skills on the basis of gender. A population of 528 students male and female of education department enrolled at session 2021 NUML university Islamabad is the population. Data were collected through questionnaire and analyzed by SPSS. Disproportionate random sampling technique were applied. The findings reveal that male have great time management skills then females.

Time is a priceless source. Time is passing by and never comes back. However, we have so many things we dream to do and so many things that we have to do. Because of the competitive conditions in business life nowadays forcing people and businesses to do so many things simultaneously, the importance of right decision making for the right jobs with the right methods become more and more important. For those who can't perform the necessities of time management effectively in their private and business lives, through not being able to keep themselves updated, it will result in failure and unhappiness. Time, when once consumed, can never be taken back. Therefore, it should be considered consciously, with good planning, and should be used wisely in order for success to be obtained and productivity to be increased. The purpose of this study is, for those students who give importance to education and therefore having master's degree education; in order to cope with the constant changes and developments of the business life, to know that the most significant challenge ahead will be, the misuse of their time management. With this thought in mind, for those students who are working in different jobs at different times and ages, and studying in the same time frame; finding out the relationship between time management skills and academic performance/success, through the application of time management survey is critically important.

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For students to better manage their curriculum and achieve learning objectives, time management behaviors or skills are argued to improve the positive academic output. The aim of the study is to find the impact of time management on the academic performance of students among the diagnostic radiology technology students at KAU. This study had a cross-sectional survey-based study design. It was conducted among students of diagnostic radiology technology department at King Abdul-Aziz University from Sep . 2020 to Feb . 2021. For this study, 152 students were targeted among which 142 completed the questionnaire, making the response rate of 93.4%. Among 142 participants, 75 (52.8%) were females and 52 (36.6%) were in the 2018 batch. Majority of the students i.e., 107 (75.4%) had GPA between 4.5 - 5 in 2020. Whereas, 37.3% agreed or strongly agreed that they manage their time. Here, 69.2% students with 4.5 - 5 GPA strongly agreed that they meet their deadline (p value = 0.005) and 36.7% students with 4 - 4.5 GPA strongly believed that their academic performance decreased due to mis planning (p value = 0.005). Around 71 (66.3%) students with 4.5 - 5 GPA agreed or strongly agreed to make to do list or calendar (p value 0.047). In conclusion, according to student’s perception, preplanning their studies had been beneficial for their academic performance. However, less than half of the students agreed that they manage their time.

Academic Achievement , Cross-Sectional , Radiology , Students , Time Management

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1. Introduction

Throughout the history, there has been great emphasis on the effective and efficient management of time, which has also been considered the key to success (Pugh & Nathwani, 2017; Nasrullah & Khan, 2015) . Frederick Winslow Taylor gave the concept to use time management for analyzing time and motion studies of employees with aim to decrease time wasting and unproductive work (Savino, 2016) . In this competitive era, for high performance, the organizations and directors emphasize on searching time management tools (Kumar & Aithal, 2019) . It has also been advised to start practicing time management from the early student life (Valle et al., 2016) . Time management has also been defined as a form of self-management with a clear emphasis on time in understanding what activities to do; how to do them more efficiently; in what time it should be done and when is the correct time to the particular activity (Savino, 2016) . It has also been association with low anxiety and greater academic achievement in students (Jenaabadi, Nastiezaie, & Jalalzaei, 2016) .

Whereas performing goal directed activities with the purpose of using time efficiently defines time management as “behavior” (Aeon & Aguinis, 2017) . The time management behavior has three basic surfaces that are: time attitudes, long-range planning and short-range planning (Aeon & Aguinis, 2017) . Time attitude is the positive or negative perspective towards the present, future and past time which had been directly linked to academic achievement, especially in scientific subjects (Nieuwoudt, & Brickhill, 2017) . The concept of handling everyday jobs for longer period of time and keeping up with the objectives set for significant dates is called the competence in long range planning. Whereas, planning in the short run for the day to a day activity or planning for tasks within a day or week is short-range planning. For students to better manage their curriculum and achieve learning objectives, these time management behaviors or skills are argued to improve the positive academic output (Razali et al., 2018) .

There have been many studies that found association between greater academic achievement and effective time management as students acquire strategies that helps them in meeting competing demands (Nadinloyi et al., 2013; Kharadze, Gulua, & Davit, 2017) . The curriculums in higher education institutes are designed in a way that gets to peak and troughs in the workload of student requiring them to manage between their work-life balance, often without the support of institution. The non-cognitive personal behavior i.e., perspective of students regarding time management is also an effective predictor of educational achievement as with poor time management skills it gets difficult for students to plan their studies and which causes them anxiety and agitation at the assessment time which usually takes place at the end of the course (Scherer, Talley, & Fife, 2017) . Students have previously linked negative educational results with poor time management which could be partially self-serving bias, however, there have been ample studies that establish this association (Nadinloyi et al., 2013; Kharadze, Gulua, & Davit, 2017) . There have been studies conducted on time management and educational achievement in business students (Sayari, Jalagat, & Dalluay, 2017) , nursing students (Nayak, 2019) , management students (Gupta & Chitkara, 2018) , and engineering students (Adams & Blair, 2019) . However, none have been done on radiology students.

Previous studies have determined a positive effect of time management. Time management skills have indicated a positive effect on student learning and associated outcomes. A number of studies have identified the positive impact of time management. Time management skills have been shown to have a positive impact on student learning and student outcomes (Kearns & Gardiner, 2007; Kelly, 2002; McKenzie, Gow, & Schweitzer, 2004) and Krause & Coates (2008) indicated that the ability for successfully managing their time is the benchmark of students in developing better study habits as well as strategies for success. Time management provides individuals the ways for structuring and controlling their activities (Claessens et al., 2004) . In addition, report that the capacity to successfully manage their time is the foundation of students developing good study habits and strategies for success. Time management offers individuals the means to structure and control their activities (Claessens et al., 2004) . In addition, Wang et al. (2011) have revealed that time management is essential beyond the university campus, where the ability to manage one’s free time is revealed to substantially elevates the quality of life of an individual.

Time management is an immense distinction between web-based and formal education administratively and academically. There was the type of learning opportunities in formal education that integrates a clarification of everything (Nieuwoudt & Brickhill, 2017) . Teachers, in this system, are in front of students and they can ask anything regardless of any hesitation or delay. However, distance learning students have no such type of academic environment as compared to formal learners. The presence of physical distance is evidently reported between teacher and student in online learning (Ahmad & Ch, 2017) . Thereby, it is more complex for managing time and gaining high scores in distance education. Web-based students explore and learn online that just integrates incomplete data and the rest is their business for thinking about and examine further. It is an art for managing time and every learner must command and familiar on this skill for the sake of betterment (Broadbent, 2017) . They experience in domestic as well as academic world because of this incompetence. In this regard, majority of learner’s experience issues such as errand vulnerability and repugnance, so they commence for stalling their time administrative skills.

This study is based on existentialism philosophy, which is learner centered and offers direction to students about their study. Learners are self-responsible of their academics as they just seek guidance from their teachers, but take decisions as well as manage all activities themselves. This study is relied on pickle jar theory, which is the modern and relevant theory of time management (Sharma & Would, 2004) . This theory shows that human beings should construct balance among activities and things while integrating time management techniques effectively. The success of students is determined through effective utilization of time at each phase in distance learning institutions and regular system.

Therefore, the aim of the study is to find the impact of time management on the academic performance of students among the diagnostic radiology technology students at KAU. The study objectives also include to find out the effectiveness of the preplanning and the instantaneous planning on academic performance. This research will add self-evaluation to student’s daily habit and plan. Also, it will provide knowledge and recommendation for skills that can assist student for perfect personal strategic plan. It will also help to overcome the wrong common rumors statements about time management and will raise awareness about procrastinating behavior of time management and its effect on academic performance among radiology students.

This study had a cross-sectional survey-based study design. It was conducted among students of diagnostic radiology technology department at King Abdul-Aziz University. The study duration was six months from Sep 2020 to Feb 2021. Only the undergraduate students were included in the studies. Post-graduate students and students who had completed their education were excluded. The recommended sample size with 95% confidence level, 200 population size, 50% response distribution, and 5% margin error were calculated to be 132.

All registered undergraduate students were invited for taking part in the study. They were provided a brief overview of the project as well as information about confidentiality and research ethics. A total of 132 students responded by providing informed consent and completing the survey. The participation rate was just over 66% of the overall population. There might be some bias in the resultant data since the survey was self-developed. The nature of this bias is complex to establish, since the literature might recommend that both students should be responsive to complete this survey who have better time management skills and tend to procrastinate.

The academic performance of students such as GPA was acquired through the student administration system and departmental documents of the institution. Log files were also collected on students’ participation in courses on the virtual learning platform. A unique random identifier was allocated to each student that would not show his or her identification to others beyond the research team. These unique codes enabled the combination of performance data, virtual learning platform files, and questionnaire responses in excel file, which did not comprise of any personally identifiable information. Once collected, such unique codes became irrelevant and were omitted.

This study was approved by the Research and ethics committee of faculty of applied Medical Science, KAU. The questionnaire was a self-designed, and had 22 questions on Likert scale of 1 - 5 where 1 indicated strongly agree and 5 denoted strongly disagree and last question was about the GPA achieved in the last year. The questionnaire was prepared on the basis of self-management, awareness, management, preferences, and performance domains (Appendix 1).

Feedback was taken from research experts and changes were made before implementation. Also, an internal pilot study on 20 students was done before distributing it on the larger sample. The SPSS software version 25.0 was used to analyze the data. The Pearson chi-square test was conducted to find association between the time management and GPA achieved. The alpha coefficient was 0.05 and p-value below 0.05 was considered statistically significant.

Among 142 participants, 75 (52.8%) were females and 67 (47.2%) were males. Around 52 (36.6%) were in the 2018 batch, 45 (31.7%) were in the 2019 batch and 45 (31.7%) were in the 2020 batch of radiology. Figure 1 represents the GPA of student. Majority of the students i.e., 107 (75.4%) had last year GPA between 4.5 - 5. Table 1 represents the frequency of the answers given by the participants for each question related to time management. Around 64.8% disagreed or strongly disagreed that preplanning methods are inefficient, indicating that majority of the students perceive preplanning to be efficient for academic performance. Whereas, 37.3% agreed or strongly agreed that they manage their time. Majority of the students (92.3%) agreed that they meet their deadlines ( Table 1 ). Though, 74.6% agree or strongly agree that their time management skills can be approved.

Table 2 is showing the relationship between GPA of last year and student perception regarding time management. Here, 36.7% students with 4 - 4.5 GPA strongly believed that their academic performance decreased due to mis planning (p value = 0.005). Whereas, Table 2 shows the relationship between GPA of last year and time management behavior. Here, 69.2% students with 4.5 - 5 GPA strongly agreed that they meet their deadline (p value = 0.005). Similarly, Table 3 showed the relationship between various factors and last year GPA. Here, majority i.e., 71 (66.3%) students with 4.5 - 5 GPA agreed or strongly agreed to make to do list or calendar (p value 0.047) ( Table 4 ).

Figure 1 . Percentage of students with various GPAs.

Table 1 . Frequency of the response related to time management on Likert scale.

Table 2 . Relationship between student perception and GPA.

Table 3 . Relationship between behavior for time and GPA of last year.

Table 4 . Relationship between various factors of time management and GPA.

4. Discussion

This study aimed to find the impact of time management on the academic performance of students among the diagnostic radiology technology students at KAU. There were more female students that answered the questionnaire. According to student’s perception, preplanning their studies had been beneficial for their academic performance. However, less than half of the students agreed that they manage their time, which could be due to various reasons. In this study students agreed that insufficient sleep pattern makes their feel lazy and they are unable to manage time. Furthermore, majority also believed that the last year had been challenging (due to covid-19 pandemic) and affected their time (and online learning). Previous study on undergraduate nursing students also found that decreasing procrastination and increasing time management will help the students to have better academic performance, less anxiety and will be better prepared for working in hospital (Romero-Blanco et al., 2020) . Similar to the results of this stud, previous study Romero-Blanco et al. (2020) also posited that during previous year of covid-19 pandemic, sleep pattern among students has been affected. Elagra et al. (2016) suggest that decrease in quality sleep also decreases the academic performance in the students.

The students with positive attitude and who claimed to manage time and meet their deadlines were also had high academic grades. Whereas, short-term and long-term time management were not associated with the high GPA. Contrast to it, previous study had resulted time management behavior such as short range and long-range management to be effective (Ganguly, Kulkarni, & Gupta, 2017) . However, those studies are old and suggested effect in mature female students only. Therefore, a longitudinal study is required to observe the relationship between time management behavior and academic achievement for a definite relationship.

Among the high GPA holders, majority of them agreed to make a diary, to-do list or put important dates on the calendar. It might be due to the established relationship between maintaining a task list with effective time management (Caligor, 2017) . However, according to recent study (Evans, 2017) , it is important to digitalize this to-do list or task list for better accessibility, timely reminders and collaborations. This study is limited based on its design being a cross-sectional survey which is a snapshot of a situation. Therefore, for better management, it is important to have a longitudinal prospective study with long term follow up throughout the academic years to further analyze the relationship. It is also recommended for students to maintain their sleeping pattern for better time management. Furthermore, as a to-do list or making task list on calendar has been a positive factor in time management and academic achievement, it is recommended to use digitalized to-do lists for better performance.

In conclusion, according to student’s perception, preplanning their studies had been beneficial for their academic performance. However, less than half of the students agreed that they manage their time. No relationship was found between short range and long-range time management behavior on academic achievement. This study recommends better sleeping pattern and making of to-do list among students for better time management, which could lead to high academic achievement.

Acknowledgements

The author is very thankful to all the associated personnel and departments in any reference that contributed in/for the purpose of this research.

Funding Sources

No financial support was received for this study.

Ethical Considerations

This study has been reviewed and approved by the Faculty of Applied Medical Sciences, King Abdul-Aziz University.

Research questionnaire

Statement Questions (in a scale of 5 choose from strongly disagree – Strongly agree)

1) Preplanning methods are inefficient, and it does not affect academic performance.

2) I find this year challenging and it has affected my time (Online learning).

3) I manage stress when handling multiple conflicting duties.

4) My academic performance is degraded due to mis planning.

5) I prefer to manage my time daily.

6) I have a clear established plan for each week’s tasks.

7) I have a clear established plan for each month’s tasks.

8) I have a set of goals for the entire quarter/semester.

9) I have a clear established plan for each year’s tasks.

10) I feel lazy and my study mood is ruined because of insufficient sleeping-pattern.

11) I have enough time to complete my tasks during the day.

12) I usually understand the whole radiology lectures.

13) I meet the deadline for any work.

14) I often tend to delay/postpone my tasks.

15) I effectively manage workload.

16) I feel that my time management skill needs more improvement (self-assessment).

17) I priorities between various competing tasks.

18) I used to put my important dates on a single calendar (To-do-list program etc.).

19) I spend my time wisely and avoid distractions.

20) I can adapt and be flexible when changes occur, reassess priorities, and still produce quality work.

21) My participating in extracurricular activities won’t affect my academic performance.

22) I balance between my private time and study time

23) Please specify your last year GPA (√):

a) I achieve a (4.5 - 5) last year _____

b) I achieve a (4.0 - 4.4) last year _____

c) I achieve a 3.5 - 3.9 last year _____

d) I achieve a 2.5 - 3.4 last year _____

e) I achieve less than (2.5) last year _____

Conflicts of Interest

The authors declare no conflicts of interest regarding the publication of this paper.

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Asian Journal of Education and Social Studies

Published: 2022-12-02

DOI: 10.9734/ajess/2022/v36i2776

Page: 61-66

Issue: 2022 - Volume 36 [Issue 2]

Original Research Article

Article Metrics

The relationship between time management skills and academic performance of working students in open high school program.

Lorryjean A. Mariano *

Institute of Teacher Education and Information Technology, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.

Nashra S. Madel

Aldwin T. Miranda

*Author to whom correspondence should be addressed.

The study on the relationship between time management skills and academic performance of students was conducted at Mariano Peralta National High School’s Open High School Program. Descriptive correlational design was employed and stratified random sampling technique was used. Data were gathered with the use of adapted survey questionnaire. The data collected were subjected to statistical analysis using Percentage, Mean and Spearman rank-order correlation.

Results revealed that most of the respondents exhibit good level of time management skills. With the academic performance, majority of the respondents belonged to approaching proficiency level which means that most of the respondents have developed fundamental knowledge and skills, with minimal guidance from the teacher or with peers, and can transfer them through authentic tasks. Correlation analysis revealed that there was a very high positive significant relationship between time management skills and academic performance of the respondents, which means that cultivating time management skills among the working students enrolled in open high school programs can significantly improve their academic performance. Hence, it is recommended that schools may consider designing relevant programs which will cultivate working students’ time management skills and thereby enhancing their academic success.

Keywords: Working students, open high school, time management, academic performance

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The rise of teamwork and career prospects in academic science

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Kwanghui Lim ORCID: orcid.org/0000-0003-1171-5653 1

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Acknowledgements

The authors thank C. Zambrana for research assistance and P. Oslund for creating the SDR Longitudinal Data. D.K.G. acknowledges funding from US National Science Foundation (NSF) grant number SMA-1854849. The authors also thank seminar participants at the AEIA-NBER Conference on Innovation and Entrepreneurship, the APPAM conference, the Entrepreneurship and Innovation Policy Virtual Research Seminar and the NBER Early Careers Scientists conference. We acknowledge ARC grant DP1095010 and IPRIA.org for funding. J. Evans provided valuable comments. The use of NSF data does not imply NSF endorsement of the research, research methods or conclusions contained in this report. Any errors are the authors’ own responsibility. The views expressed in this publication are those of the authors and do not reflect the views of the Productivity Commission or its employees.

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Productivity Commission, Melbourne, Victoria, Australia

Mabel Andalón & Catherine de Fontenay

Department of Economics and Institute for Policy & Social Research, University of Kansas, Lawrence, KS, USA

Donna K. Ginther

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All authors conceptualized the paper and participated in the writing of the original draft. M.A. and D.K.G. devised the methodology, investigated and visualized the data. C.d.F. and K.L. acquired the funding. C.d.F., K.L. and D.K.G. administrated the project. C.d.F. and D.K.G. supervised the project.

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Andalón, M., de Fontenay, C., Ginther, D.K. et al. The rise of teamwork and career prospects in academic science. Nat Biotechnol 42 , 1314–1319 (2024). https://doi.org/10.1038/s41587-024-02351-8

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The University of Tulsa acquires Fab Lab Tulsa

The University of Tulsa has announced the acquisition of Fab Lab Tulsa, which provides access to digital fabrication tools and resources throughout the community through membership and programming. The move is part of TU’s ongoing efforts to promote innovation and aligns with the university’s global reputation in engineering, computer science, and the creative arts. “We […]

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Unique organizational studies program offers expansive opportunities

At roughly 75 majors, organizational studies is one of the largest majors in The University of Tulsa’s Kendall College of Arts & Sciences. From social sciences, media, and arts to business administration, the program provides students a wide range of knowledge and skills, rather than limiting them to a single discipline. But as a so-called […]

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From field work to the classroom, Grau mentors women in energy

Anne Grau has been involved in geology for three decades – working for energy leaders such as EOG Resources and Total Energies – and definitely knows what it’s like to be the only woman in the room. “Being a woman in the oil and gas industry often meant I was one woman in 200 at […]

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TU Law celebrates alumna Sara Hill’s historic confirmation to federal bench

The University of Tulsa’s College of Law congratulates alumna Sara Hill (JD ’03) as she becomes the first Native American woman to serve as a federal judge in Oklahoma. This historic appointment marks a significant milestone in the state’s legal landscape. The U.S. Senate on Tuesday voted overwhelmingly to confirm Hill, who fills a vacant […]

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New faculty member brings expertise and INSPIRE lab to Psychology Department

The University of Tulsa Department of Psychology has a wide variety of faculty-led research labs. From the Exposure, Relaxation & Rescripting Therapy for Chronic Nightmares study to the Psychophysiology Laboratory for Affective Neuroscience lab, TU offers students the opportunity to participate in ongoing research and even publish their findings. New to Kendall College of Arts […]

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More than 60 years of James Joyce Quarterly

Legend has it that Thomas Staley, former provost of The University of Tulsa, founded the James Joyce Quarterly, fondly known as JJQ, in his garage. Or was it his kitchen table? That was more than 60 years ago, and since then the journal has become an internationally esteemed publication known for its publishing of critical […]

UTulsa welcomes 750 new undergrads to campus for 2024-25

More than 30% of these new students are National Merit Scholars. That’s the most per capita in United States. Among all 2024 Oklahoma National Merit Semifinalists, 25% are enrolled at UTulsa.

“We are pleased to have such a large class starting their academic journey at The University of Tulsa. When some colleges struggle to build a robust student body, we are proud to offer the holistic education that future leaders and their families seek,” said President Brad Carson . “Our campus nourishes the intellectual appetite through challenging coursework, research opportunities, and experiential learning. However, we also encourage students to learn more about themselves and their place in the world through extracurricular activities, civic engagement, and supportive resources.”

This fall’s incoming students are the most academically advanced in UTulsa history with an average ACT score of 30. Among new UTulsa students, 34% are enrolled in the College of Engineering & Computer Science and 30% in the Oxley College of Health & Natural Sciences . Kendall College of Arts & Sciences is home to 21%, while Collins College of Business has registered 15% of new undergraduates. Those numbers may fluctuate as “undecided” students try new classes, join clubs, and explore career paths.

UTulsa also expects more than 90 transfer students for fall 2024. Meanwhile, the Graduate School welcomes 150 new master’s and 80 new doctoral students from 40 countries. The College of Law has 86 new students from 12 states enrolled for fall, as well.

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The Best Time Management Apps for Online College Students

Posted by Kelly Cutler | Aug 20, 2024 | Time Management

As an online college student, you are constantly juggling classes, activities, jobs, and countless tasks. Staying organized feels overwhelming at times. The solution? Time management apps. They can provide a quick fix for regaining control of your daily schedule and to-do list.

We’ve curated a list of the best time management apps for you to help improve your workflow. Discover features to centralize your commitments, set reminders, prioritize tasks, block distractions, schedule study sessions, and visualize your week. We’ll help you find an app that aligns with your organizational needs and productivity goals.

Easily Distracted? These Platforms May Help

Brain focus.

As a college student, your ability to deeply focus is crucial for academic success. Brain Focus helps you develop this vital skill through the Pomodoro technique. You work in focused sprints, taking rejuvenating breaks to avoid burnout. By training your brain to concentrate and optimize your focus, you can fly through your studying.

Focus Keeper

Focus Keeper is a time management app designed to help eliminate distractions. It provides white noise soundtracks to block out external noises that could break concentration. Additionally, there are customizable task lists that allow you to carefully plan out your workflow.

By utilizing features like these to remove disruptions from your environment, you can power through assignments, projects, and other tasks more efficiently.

Forest uses gamification to help you focus and minimize interruptions from your phone. Its core feature allows you to “plant” a virtual seed that grows into a tree as long as you stay focused, but withers if you get distracted and leave the app.

By transforming focused work into an engaging and rewarding experience, Forest helps you cultivate better study habits and time management.

Reminder Apps: Never Miss a Task Again

Remember the milk.

It’s easy to forget assignments, events, and errands in the chaos of your day. Remember the Milk helps you stay organized by providing a centralized to-do list. You can easily input items, set due dates and reminders, and check things off as completed.

Having one place to track all your responsibilities ensures nothing slips through the cracks, allowing you to showcase your capabilities academically and personally.

Microsoft to-do

Microsoft To-Do allows you to organize all your tasks and deadlines in one place. You can easily create lists, set due dates and reminders, and check off completed items. Utilizing To-Do’s features enables you to better manage your time, reduce stress, and stay focused on your academic goals.

Any.do is a great time-management app that helps you track complex projects. One thing to note is their widget feature. It lets you quickly view and manage your agenda from your device’s home screen.

Any.do’s premium version enables further customization with recurring reminders, color-coded tasks, and more. And by syncing across devices, you’ll have seamless access to your organized schedule anytime, anywhere.

Stay Organized

Notion is an all-in-one workspace. You can take notes, create tasks and calendars, collaborate on documents, and build customized databases to fit your needs. Having this level of organization in one flexible app helps you manage your academic responsibilities.

Evernote provides a digital workspace where you can easily capture, organize, and access all your notes, files, photos, and reminders across devices. Instead of having important information scattered, Evernote puts it all in one searchable place.

This seamless way to compile everything related to your academic life ensures no details get lost. With Evernote, important concepts, assignment requirements and deadlines are always at your fingertips.

2Do is a task manager designed to help you master your to-do lists. It offers capabilities like customizable smart lists that automatically organize your tasks and seamless cloud sync across your devices. One of its standout features is the intuitive tagging system that allows you to categorize and filter tasks however makes sense for your workflow.

Maximizing Your Time Management

With so many time management apps to choose from, you now have a plethora of tools at your fingertips to accomplish your goals. Whether you need help creating the perfect prioritized to-do list, building better study habits, creating focused work sessions, or just decluttering your digital workspace, there’s an app to fit your productivity needs.

Don’t let another day go by feeling overwhelmed and disorganized. Take control of your schedule and better manage your time with these helpful apps. As you find the right tool for your workflow, you may be amazed at how much more efficient you can be.

College of Nursing

Barb St. Marie stands in front of a board full of papers, pointing and something and talking to a person whose back we see.

Barb St. Marie: Maximizing care to minimize pain

Choosing a career in healthcare, specifically nursing, was not an immediate or obvious decision for Barb St. Marie . She began college as a music major, but after experiencing a serious illness and being hospitalized, she changed her path and graduated with a Bachelor of Science in Nursing.

"Throughout the period that I was sick, there was a nurse holding my hand through the whole thing, and it just made me feel safe and comforted," St. Marie reflects. "And when I woke up the next morning, I told my family, that's what I want to do for others."

This realization set the foundation for her career in nursing, with a particular focus on pain management and critical care. Her goal became clear: to alleviate pain and support those battling severe illnesses.

"That's kind of been my career—providing comfort," says St. Marie. "Working with people with critical disease and pain has been my life's work. And with the opioids we use for pain, it comes with the responsibility of knowing how to help people who develop opioid use disorder or have pain and substance use disorder."

This commitment led her to work at the University of Minnesota Pain Clinic, where she treated patients with both pain and addiction. During this time St. Marie noticed a significant gap in the available training and resources for managing opioid use disorder. "The idea of opioid use disorder secondary to the development of pain was not well-defined or recognized," St Marie says.

"I decided to go back for my PhD to learn how to investigate, ask the right questions, and change our systems of care. This way, when we treat people with pain with opioids, we can help minimize the risk for misuse and development of opioid use disorder.”

St. Marie earned her PhD from the University of Wisconsin-Milwaukee while maintaining a clinical practice in Minnesota. She recalls being introduced to the University of Iowa by Dr. Joanne Eland, who invited her for a tour that left a lasting impression. “It was all very exciting to see,” she says, noting the research opportunities and faculty expertise. When a postdoctoral position at the University of Iowa College of Nursing became available, St. Marie jumped at the opportunity.

During her postdoc, St. Marie gained experience working alongside other researchers and observing how faculty balanced their roles in both clinical practice and academics. “It really allowed me to dive right in,” she says, adding that by the end of her postdoc she was eager to stay and continue her work. She joined the college faculty in 2014.

Teaching has become an integral part of St. Marie's career. Currently, she teaches pathophysiology, physiology, qualitative research, and pharmacology. She also mentors DNP and PhD students, guiding them in formulating research questions and designing projects to achieve meaningful results.

Outside of her teaching responsibilities, she is involved in two significant projects.

One is nearing completion after years of data collection on individuals with opioid use disorder being treated with buprenorphine. Her study investigates the effectiveness of a TENS (transcutaneous electrical nerve stimulation) unit in reducing cravings, withdrawals, and pain.

Additionally, last December St. Marie won a National Institute on Drug Abuse (NIDA) startup challenge . The initiative supports groundbreaking research ideas in substance use disorders to develop successful biotech startups. Through the challenge, St. Marie and her team received monthly lectures and mentoring sessions in company and product development. In June, the team pitched their device to challenge leadership and received $10,000 in startup funds.

St. Marie loves to hike when she's not working.

"That's my number one hobby. I love being outside. I try to get outside as much as possible, breathe the air, see the trees, and experience the weather," she says.

St. Marie has two adult children—one in Minneapolis and one in Milwaukee—three grandchildren and one granddog who all keep her busy.

Reflecting on her time at the College of Nursing, St. Marie values collegiality among faculty at the college and throughout the University of Iowa.

“Working with all nurses, whether undergraduate students, graduate or PhD students, or clinical practice nurses at the hospital or clinics, the collegiality is always there. Faculty are always willing to help each other. It speaks volumes to how wonderful it is to work here," she shares.

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Research August 2024 Newsletter

Colleagues,

Although many of us had a chance to take time away from work to spend time with friends and family, that did not translate to a slowdown in research endeavors. Over the course of the summer, many activities were underway including an update of our research policies, aligning student research onboarding with visiting student affairs, and developing a process to increase participation in our portfolio of clinical trials. In addition, please read about important work underway in Family and Community Medicine and highlights from a recent meeting of experts from our Infectious Diseases clinical section and the Virginia-Maryland College of Veterinary Medicine. Lastly, the NIH is adopting a new common Bio Sketch that will impact everyone who is submitting for federal extramural funding. Several training sessions are listed in the newsletter article. In closing, we would like to welcome all our new residents, fellows, VTCSOM medical students, and employees involved in our research enterprise.

Regards, Francis X. Farrell, PhD Senior Director, Research and Development

Top Research News

2024 cure kids cancer radiothon raised $131,000.

The 2024 Cure Kids Cancer Radiothon, hosted by 94.9 Star Country, took place on Friday, August 9th. This annual fundraiser benefits Carilion Children’s Pediatric Hematology and Oncology Clinic and has, over the past fifteen years, raised more …

One Health, One Voice for Antimicrobial Stewardship

On July 9, 2024, healthcare practitioners from across the Commonwealth and beyond gathered for “One Health, One Voice for Antimicrobial Stewardship” sponsored by Carilion’s Infectious Diseases Department and Virginia-Maryland College of …

Practice-Based Research to Improve Management of Unhealthy Alcohol Use in Virginia

The Department of Family and Community Medicine partnered with a research team from the Department of Family Medicine and Population Health at Virginia Commonwealth University on an initiative to evaluate the effectiveness of external …

Important Research Policy Updates!

Research & Development has updated many important policies regarding research conduct at Carilion. These documents can be found below and on InsideCarilion under Policies.

Clinical Research Billing Compliance Cost Sharing on Sponsored Projects Cost Transfers on Sponsored Projects Fee Schedule for Research Reimbursement/Compensation to Study Participants Research, Clinical Trial, and Grant Oversight Residual Funds in Sponsored Research Time and Effort Reporting

Important Updates to the NIH Bio Sketch

As of May 25 th , 2025, the NIH will be adopting a Common Form for Bio Sketches to be used for all applications and research performance progress reports. In addition to the Common Form, the NIH will also require a separate addendum that includes a Personal Statement, Contributions to Science, and Honors.

Carilion Research and Development will be providing an education session for using the SciENcv platform for completion of the Common Form and to review additional recommendations for drafting the NIH addendum. The NIH and other Federal Funding agencies will require use of SciENcv.

The same education session will be offered three different times, on the following dates, via Teams:

Wednesday, October 8 th from noon -1pm
Thursday, October 10 th from 8am -9am
Friday, October 18 th from 3pm -4pm

Please contact Trish Winter [email protected] if you wish to attend one of the education sessions to begin the process of complying with these NIH requirements. Prior to attending the education session, you will need to have one of the following:

an eRA Commons account
an ORCiD ID/account
Login.gov account

If you need assistance creating an account, please contact Trish Winter @ [email protected]

Overview of the education session:

Review of NIH Bio Sketch requirements
Use the SciENcv platform to construct your Bio Sketch
Draft the addendum sections in compliance with NIH formatting recommendations
Work on inputting your Bio Sketch into the system.

New Human Subjects Research and Ethics Education Manager

The Human Research Protections Office is pleased to announce that Hilary Hedrick, M.Ed. has joined the team as the Human Subjects Research and Ethics Education Manager.

Hilary brings a unique blend of educational expertise and public relations experience. Over her twelve-year career in education, Hilary has developed a passion for innovative teaching methods tailored to 21 st -century career focused learners and a strong commitment to advocacy for people. She earned her Master’s in Educational Leadership from Radford University in 2019, focusing on strategies to enhance student engagement and learning outcomes. Prior to her current role, Hilary was at Virginia Tech Carilion School of Medicine in Clinical Skills and Assessment, where she oversaw the Objective Structured Clinical Exams (OSCE) for first-year medical students. This experience further enhanced her skills in educational assessment and quality assurance. In her current position, Hilary will apply her background in communication, education, and medical assessment to support ethical research practices and participant protection. As a lifelong learner, she continues to stay at the forefront of educational trends and research methodologies through ongoing learning opportunities and courses.

Feel free to contact Hilary regarding research and ethics education needs and/or to schedule in-person and virtual training opportunities at 540-224-5890 or [email protected]

New R&D Employee's

Mark Frazier, PhD - Clinical Research Assistant - Bascie Science Research Mark supports Research and Development, especially theBasic Science Research Lab. Mark earned a PhD from Vanderbilt. He brings research and teaching experience in biochemistry and microbiology. He has taught (and survived!) middle school, high school, and college.

Brian Loftus, BS - Clinical Research Assistant - Emergency Medicine Brian supports Emergency Medicine. He earned his BS in Kinesiology with a minor in Psychology from The College of William and Mary. Brian has an interest in all things biology and medical mathematics. He actively participates in blacksmithing and woodworking.

Sarah Mansager, DPM - Clinical Research Assistant - Orthopaedics Sarah earned her Doctor of Podiatric Medicine from the Western University of Health Sciences College of Podiatric Medicine. Her publications focus on foot and ankle research.

Rachel Rogers, MS - Clinical Research Assistant - Research and Development Based in Research and Development, Rachel is assigned to a variety of projects in a variety of departments. She earned her MS in Psychology from Walden University. She is pursuing a Master of Health Sciences and Doctor of Health Sciences from Radford University Carilion. Her research interests include health equity, mindfulness-based interventions, addiction, pain, and food insecurity.

Kevin Sheng, BS - Clinical Research Assistant - Virginia Tech Carilion School of Medicine Kevin earned his BS from Duke University. His published research relates to biomarker discovery especially as it relates to cancer progression. He has worked extensively with underserved kids.

Molly Willingham, BS - Clinical Research Assistant - Gastroenterology Molly earned her BS in Psychology from Roanoke College. She also studied in Leipzig, Germany. She has experience tutoring college students in writing. Her research is based in Psychology. One of her interesting studies focused on sound disorders.

Hanna England, BS - Clinical Research Assistant - Regulatory Specialist Hanna England is the new regulatory specialist for inpatient clinical trials. She is a graduate of Virginia Tech and has a bachelor of science in Biological Sciences.

Current R&D Job Openings

The Clinical Research Coordinator will support a grant funded project at Carilion Clinic in the assigned department. Basic responsibilities include supporting research investigators/physicians with guidance on research policies and processes, enabling successful collaborations with research sponsors, monitoring and tracking study progress, study design assistance, regulatory submission and maintenance, research subject visit management, obtaining tissue specimens for processing, and any other research-related duties, as necessary. Clinical Research Coordinator - OB/GYN Clinical Research Coordinator - Surgery Clinical Research Coordinator - Inpatient Research Clinical Research Assistant assists with administrative activities associated with the conduct of research studies including industry sponsored, investigator initiated, grant funded, or internally funded studies while maintaining compliance with guidelines set by governing agencies and institutional policy. This position will be assigned to support minimal risk or non-interventional studies, unless assigned to serve in a support function for greater than minimal risk studies that also include a Clinical Research Coordinator or Clinical Research Nurse. Clinical Research Assistant - Neurosurgery Clinical Research Assistant - Aortic Center

Carilion Clinic TriNetX Virtual Training Schedule

Carilion offers instructor-led, focused training for an in-depth, step-by-step learning experience building patient cohorts and delving into Analytics. The facilitator will be Dee Myers. Please get in touch with [email protected] with the subject of 'TriNetX Training' for training outside of the scheduled sessions. If you haven’t taken a class or need a refresher, this is your opportunity to do so! Let Dee Myers know which date you prefer and she will send a meeting invitation.

Aug 21, 1:30 – 3 p.m.
Sept 10, 10:30 a.m. – noon
Sept 25, 1:30 – 3 p.m.
Oct 10, 10:30 a.m. – noon
Oct 24, 1:30 – 3 p.m.
Nov 13, 10:30 a.m. – noon
Dec 12, 1:30 – 3 p.m.

TriNetX User Agreement: https://redcap.link/v5pw9j7j

For more information visit: https://carilionclinic.org/health-analytics-research-team

My Project Path:

Resources and processes for research, grants, and qa/qi, want to do a project, but don’t know where to start or, experienced but want to see what new resources are available.

To learn about Carilion’s resources and processes for Research, Grants and QA/QI , visit https://redcap.link/MyProjectPath . This tool provides easy navigation to topics of interest, including links to the Research and Development Application and the IRB PRIS3M application.

iTHRIV Updates:

Upcoming Workshops and general information: https://portal.ithriv.org/#/home

Newsletter link: https://www.ithriv.org/april-2023-newsletter

* Carilion Clinic Research and Development is honored to partner with a growing list of prestigious national and statewide research centers and healthcare organizations. Find out more about our collaborative research initiatives; explore our unique public-private partnerships with the Virginia Tech Carilion (VTC) School of Medicine, Virginia Tech, Fralin Biomedical Research Institute, Radford University Carilion , and others. Connect with our team to discuss opportunities to collaborate with our experts or become a participant .

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Diagnostic evaluation of the contribution of complementary training subjects in the self-perception of competencies in ethics, social responsibility, and sustainability in engineering students.

1. Introduction

2. theoretical framework, 3. review of related research, 4. materials and methods, 4.1. study population, 4.2. instrument, 4.3. data analysis technique, 5.1. descriptive statistics, 5.2. analysis of competencies in ers vs. courses taken, 5.3. relationship of ers competencies with sociodemographic variables, 6. discussion, 7. conclusions, 8. future work, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Sociodemographic Variables		First Semester		Last Semesters		Total
Sociodemographic Variables		n	%	n	%	n	%
Gender	Female	34	13.7	18	10.7	52	12.4
	Male	210	84.3	151	89.3	361	86.4
	Other	5	2.0	0	0	5	1.2
Age	15–25 years	209	83.9	86	50.9	295	70.6
	26–35 years	33	13.3	64	37.9	97	23.2
	36 years and above	7	2.8	19	11.3	26	6.2
Stratum	1	64	25.7	32	18.9	96	23.0
	2	110	44.2	83	49.1	193	46.2
	3	69	27.7	54	32.0	123	29.4
	4	6	2.4	0	0	6	1.4

Experts		Total
Experts		n	%
Higher education level	Master’s degree	13	61.9
Higher education level	Doctor’s degree	8	38.1
Age	26–35 years	1	4.8
	36–45 years	6	28.6
	46–55 years	8	38.1
	56 years and above	6	28.6
Experience in education	1–5 years	1	4.8
	5–10 years	3	14.3
	Over 10 years	17	81.0
Experience in the productive sector	Yes	14	66.7
Experience in the productive sector	No	7	33.3
Years in the productive sector	1–5 years	1	4.8
	5–10 years	1	4.8
	Over 10 years	12	57.1
TOTAL		21	100

Reliability Statistics
Cronbach’s Alpha	Cronbach’s Alpha Based on Standardized Items	N of Elements
0.930	0.934	30

Competency	Dimensions	Indicator	Item
Social Responsibility [ ]	Awareness	I am aware that I am in the world to contribute responsibly to its transformation	R1
	Awareness	I understand that being part of this world entails a responsibility towards the members of a group or organization for the benefit of society	R2
	Commitment	I am familiar with and care about local issues and their connection to national and global factors	R3
	Citizenship	As a student, I feel that I have the skills to contribute to social, political, and economic changes in my community	R4
	Citizenship	As a student, I would like to contribute to public policies that improve the quality of life for (ethnic, racial, sexual) minority groups and other vulnerable groups (children, women…)	R5
	Social justice	I believe that my educational process provides me with the necessary tools to follow up on public or private programs and initiatives aimed at social transformation	R6
	Social justice	I believe that, through my profession, I can contribute to reducing poverty and inequality in my country	R7
Ethics [ ]	Responsibility	In my daily actions, it is important to fulfill my commitments on time	E1
	Responsibility	In my daily actions, I am willing to take responsibility for any mistakes	E2
	Act with moral principles and professional values	I am willing to spend time updating my knowledge about my career	E3
		There are ethical decisions that are so important in my career that I cannot leave them to the sole discretion of others	E4
		In my daily actions, maintaining confidentiality is crucial	E5
		Doing the right things in my daily life brings me inner peace	E6
		I communicate my values through my daily actions	E7
	Professional and personal ethics	To avoid mistakes in my profession, I must be aware of the limits of my knowledge and skills	E8
		Working with passion is part of my personal fulfillment	E9
		Ethical aspects are crucial to my career and future profession	E10
		I must assess the consequences before making important decisions	E11
		It is good to aspire but not have excessive ambition	E12
		To perform well in my career, developing technical skills alone is not enough	E13
	Honesty	To be a good professional, I cannot ignore the problems of the society I live in	E14
	Honesty	I take the risk of making mistakes to improve my career performance	E15
Sustainability [ ] (S1, S6, S7, S8) [ ] (S2 to S5)	Systemic	I analyze individually or in groups situations related to sustainability and their impact on society, the environment, and the economy, both locally and globally	S1
	Discipline and regulations	I am aware of the importance of sustainability in society. I learn and then I impact my community	S6
	Anticipatory	I use resources sustainably in the prevention of negative impacts on the environment and social and economic systems	S7
	Anticipatory	I anticipate and understand the impact of environmental changes on social and economic systems	S3
	Strategic	I am aware of the potential of the human and natural resources in my environment for sustainable development	S8
		I actively participate in groups or communities committed to sustainability	S2
	Action competence for interventions	I am coherent in my actions, respecting and appreciating (biological, social, cultural) diversity and committing myself to improving sustainability	S4
	Action competence for interventions	I create and provide critical and creative solutions to technology and engineering issues, always considering sustainability	S5

Competencies	Social Responsibility	Ethics	Sustainability
Social responsibility	1
Ethics	0.566 **	1
Sustainability	0.719 **	0.484 **	1

Group		Gender	Age	Stratum
Mode	First semester	2	1	2
	Last semesters	2	1	2
	All	2	1	2

Group	Social Responsibility	Ethics	Sustainability
First semester	4.028 (0.656)	4.496 (0.453)	3.798 (0.689)
Last semester	4.101 (0.589)	4.577 (0.447)	3.921 (0.646)

	Levene Test		t-Test for Equality of Means
	F	Sig.	t	Gl	Sig (Bilateral)	Mean Differences	Standard Error Differences	95% Difference Confidence Interval
Social responsibility	0.919	0.338	−1.167	416	0.244	−0.07332	0.06281	−0.19679	0.05014
Ethics	1.277	0.259	−1.808	416	0.071	−0.08127	0.04494	−0.16961	0.00706
Sustainability	0.128	0.721	−1.839	416	0.067	−0.12317	0.06698	−0.25483	0.00849

Statistical Tests	Social Responsibility	Ethics	Sustainability
Mann–Whitney U test	20,073.500	18,501.000	19,304.500
Wilcoxon W test	51,198.500	49,626.000	50,429.500
Z test	−0.800	−2.101	−1.435
Bilateral asymptotic sig.	0.424	0.036	0.151

ANOVA	Gender		Age		Stratum
ANOVA	F	Sig.	F	Sig.	F	Sig.
Social responsibility	0.438	0.646	11.052	0.000	1.705	0.165
Ethics	0.337	0.714	7.404	0.000	0.227	0.877
Sustainability	0.805	0.448	9.237	0.000	0.742	0.527

Social Responsibility
Age	N	Subset
Age	N	1	2
15–25 years	295	3.9603
26–35 years	97	4.2180
36 years and above	26	4.5357	4.5357
Sig.		0.091	0.221

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Yepes, S.M.; Montes, W.F.; Herrera, A. Diagnostic Evaluation of the Contribution of Complementary Training Subjects in the Self-Perception of Competencies in Ethics, Social Responsibility, and Sustainability in Engineering Students. Sustainability 2024 , 16 , 7069. https://doi.org/10.3390/su16167069

Yepes SM, Montes WF, Herrera A. Diagnostic Evaluation of the Contribution of Complementary Training Subjects in the Self-Perception of Competencies in Ethics, Social Responsibility, and Sustainability in Engineering Students. Sustainability . 2024; 16(16):7069. https://doi.org/10.3390/su16167069

Yepes, Sara María, Willer Ferney Montes, and Andres Herrera. 2024. "Diagnostic Evaluation of the Contribution of Complementary Training Subjects in the Self-Perception of Competencies in Ethics, Social Responsibility, and Sustainability in Engineering Students" Sustainability 16, no. 16: 7069. https://doi.org/10.3390/su16167069

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Reporting to the Director of Recruitment & Admissions, the Associate Director serves as a strategic partner in achieving the recruitment goals for the College of Visual & Performing Arts ( VPA ) and in leading the recruitment team. The Associate Director will collaborate in setting the strategic plan and develop, recommend and implement tactics for achieving the goals outlined in the plan, to include enrollment and matriculation goals for both undergraduate and graduate students; research, outreach and engagement of prospective students to create a strong pipeline; recruitment of internal and external students for study away programs offered by VPA ; and transfer students identified with academic partners. The Associate Director will lead the team in creating the operations and staffing plan for recruiting travel, on-campus and virtual events, and the student ambassador program and will develop standards and accountability for ensuring all recruitment and admissions programs represent a world-class reputation for Syracuse University and VPA as a preferred destination for an education in the arts.

Bachelor’s degree in Fine Arts, Business, Communications or related field
Two (2 +) plus years previous experience in student recruiting with proven ability to develop and execute strategic recruiting initiatives
Two (2+) plus years experience in leading/supervising a team and supporting a positive, collaborative work environment
Advanced knowledge of fine arts, music or design achieved through formal education or informal pursuits preferred
Exceptional verbal and written communications skills with public speaking, presentation and ability to influence
Previous experience in business development or sales preferred
Availability and willingness to travel within the US, including weekend travel
Availability and willingness to work in-person at the worksite
Availability and willingness to cover on-campus events on evenings and weekends as necessary
Supervises the Recruiting team, including assigned operations staff who support recruiting events and initiatives; responsible for staff and event scheduling, providing effective training, support, coaching, and performance management and supports a positive, productive work environment; ;supervises a vibrant Student Ambassador program, developing strong relationships with students who can showcase powerful VPA experiences, including plans, schedules, and preparation of Student Ambassadors to participate in the recruiting cycle in meaningful ways.
Continuously participates and guides Recruitment Specialists in prospecting initiatives to include outreach strategies for new sources and pipelines for prospective students.
Trains the recruiting team (both the direct team and ancillary faculty, staff and student staff involved in recruiting) on communicating the distinctive benefits of a VPA education.
Proposes strategic plans to the Director annually to meet enrollment goals for each VPA school, to include new sources and relationships to address underperforming targets; executes agreed upon plans.
Personally handles and staffs on-and off-campus recruiting events, modeling the strong communications, relationship-building and presentation techniques which positively affect VPA enrollment outcomes; serves as a VPA brand ambassador, showcasing the exceptional culture of SU and VPA .
Partners closely with the Operations team to plan and execute events flawlessly, creating a world-class experience for prospective students and their families.
Serve on the undergraduate admissions application review team for VPA .
Creates metrics and regularly measures the outcomes and effectiveness of recruiting initiatives, outreach and events; makes recommendations to the Director regarding updates to strategies based on metrics.
Actively cultivates the value proposition for prospective undergraduate and graduate students and communicates the distinctive benefits of a VPA education.
Works closely with faculty to develop working knowledge of the talent disciplines within each VPA school in order to provide talent/portfolio review and enhance success rates for incoming students.

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Does time management work? A meta-analysis

Introduction

What does it mean to say that time management works?

Literature search and inclusion criteria

Data extraction and coding

Meta-analytic procedures

Overall description of the literature

Time management and performance in professional settings

Time management and performance in academic settings

Time management and wellbeing

Time management and distress

Time management and individual differences

Contributions

Future research and limitations

Supporting information

S1 File. Funnel plots.

S2 File. Dataset.

Acknowledgments

Does time management work? A meta-analysis

Aïda Faber

Alexandra Panaccio

Introduction

What does it mean to say that time management works?

Literature search and inclusion criteria

Data extraction and coding

Meta-analytic procedures

Overall description of the literature

Time management and performance in professional settings

Time management and performance in academic settings

Time management and wellbeing

Time management and distress

Time management and individual differences

Contributions

Future research and limitations

Supporting information

Funding Statement

Data Availability

The Impact of Time Management on Students' Academic Achievement

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College Students’ Time Management: a Self-Regulated Learning Perspective

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