Time management skills in relation to general self-efficacy and parental sense of competence in individuals with and without cognitive disabilities

AbstractProcrastination is consistently viewed as problematic to academic success and students’ general well-being. There are prevailing questions regarding the underlying and maintaining mechanisms of procrastination which are yet to be learnt. The aim of the present study was to combine different ways to explain procrastination and explore how students’ time and effort management skills, psychological flexibility and academic self-efficacy are connected to procrastination as they have been commonly addressed separately in previous studies. The data were collected from 135 students who participated in a voluntary time management and well-being course in autumn 2019. The results showed that students’ ability to organize their time and effort has the strongest association with procrastination out of the variables included in the study. Psychological flexibility also has a strong individual role in explaining procrastination along with time and effort management skills. Surprisingly, academic self-efficacy did not have a direct association with procrastination. Interestingly, our findings further suggest that time and effort management and psychological flexibility are closely related and appear to go hand in hand and, thus, both need to be considered when the aim is to reduce procrastination. The implications of the findings are further discussed.

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The Effect of the Middle School Transition Program on Career Self-Efficacy, Academic Motivation, and Time Management Skills for Middle School Freshmen

The Korea Association of Yeolin Education ◽

10.18230/tjye.2016.24.1.147 ◽

2016 ◽

Vol 24 (1) ◽

pp. 147-170

Author(s):

Chaeyoung Yun ◽

◽

Soyeong Kim ◽

Keyword(s):

Middle School ◽

Time Management ◽

Self Efficacy ◽

Academic Motivation ◽

Middle School Transition ◽

School Transition ◽

Transition Program ◽

Management Skills

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Improving Time Use and Self-Efficacy Increases Task Performance: Validation of A Novel Process

JOURNAL OF RESEARCH IN MANAGEMENT ◽

10.32424/jorim.v3i2.104 ◽

2020 ◽

Vol 3 (2) ◽

Author(s):

HARRISON GARCIA

Keyword(s):

Task Performance ◽

Time Management ◽

Self Efficacy ◽

Management Practices ◽

Management Tool ◽

Management Skills ◽

Before And After ◽

Contemporary Work ◽

Specific Factors ◽

Performance Validation

College students are expected to develop time management skills to minimize procrastination and best perform in the tasks they face during education, but many do not implement time management practices and nearly all have trouble focusing on and completing assignments. Contemporary work and theory suggest that time management does not have an effect on task performance, but it can improve self-efficacy, which does correlate with task performance. A time management tool that also worked to improve self-efficacy was thus used to see if increasing self-efficacy could decrease time spent on tasks, i.e., task performance. Analysis of data collected from time and mood tracking before and after intervention demonstrated a significant decrease in time spent working (p<0.001) and significant increases in actual and in perceived productivity (p=0.039 and p=0.009 respectively). The results suggest that implementing practices to improve time management and self-efficacy may increase task performance, but further research must be done to control for specific factors that may confound this effect.

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Evaluation of the “Let’s Get Organized” group intervention to improve time management: protocol for a multi-centre randomised controlled trial

Trials ◽

10.1186/s13063-021-05578-x ◽

2021 ◽

Vol 22 (1) ◽

Author(s):

Marie Holmefur ◽

Afsaneh Roshanay ◽

Suzanne White ◽

Gunnel Janeslätt ◽

Elin Vimefall ◽

...

Keyword(s):

Neurodevelopmental Disorders ◽

Time Management ◽

Self Efficacy ◽

Group Intervention ◽

Management Skills ◽

Treatment As Usual ◽

Cognitive Limitations ◽

Life Years ◽

Management Protocol ◽

Randomised Controlled

Abstract Background Time management skills are essential for living in modern society. People with mental or neurodevelopmental disorders typically have cognitive limitations, including affected time management, which might lead to poor occupational balance, low self-efficacy, and poor parental sense of competence. “Let’s Get Organized” (LGO) is a recently developed manual-based group intervention to train time management skills. The aim of this trial is to evaluate the efficiency of the Swedish version of LGO (LGO-S) compared to treatment as usual (individual occupational therapy) to improve time management for adults with impaired time management skills due to mental or neurodevelopmental disorders. Furthermore, to evaluate if the intervention is a cost-effective way to improve the quality of life and time management skills of these individuals, we will conduct a health economic evaluation. Methods The trial will have a multi-centre, open, parallel randomised controlled design. A total of 104 adults with cognitive limitations due to mental or neurodevelopmental disorders will be recruited from open psychiatric or habilitation care units. Outcomes will be measured before and after a 10-week intervention, with a follow-up 3 months after completing the intervention. The primary outcome will be self-assessed time management skills. Secondary outcomes will be e.g. self-assessed skills in organisation and planning, regulation of emotions, satisfaction with daily occupations, occupational balance, self-efficacy, and quality-adjusted life years. Discussion A recent feasibility study has shown promising results for LGO-S, and a randomised trial will provide robust evidence for the possible efficacy of LGO-S in comparison to treatment as usual. Trial registration ClinicalTrials.gov NCT03654248. Registered on 20 August 2018.

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Is there a relationship between the time management skills of sports manager candidates and career decision self-efficacy?

African Educational Research Journal ◽

10.30918/aerj.93.21.105 ◽

2021 ◽

Vol 9 (3) ◽

pp. 696-703

Author(s):

Zeynep Onağ ◽

Keyword(s):

Time Management ◽

Self Efficacy ◽

Personal Information ◽

Career Decision ◽

Public University ◽

Sports Management ◽

Management Skills ◽

Management Students ◽

The Relationship ◽

Academic Year

This study aims to examine the relationship between the time management skills of sports management students and their career decision self-efficacy. The study group of the study research consisted of 279 Sports Management Department students who were studying in the Faculty of Sport Sciences at a public university located in Manisa, Turkey during the 2018-2019 academic year. "Time Management Scale", “Career Decision Self-Efficacy Scale” and "personal information form" were used as data collection tools. As a result of the study, a positive, moderately significant relationship was found between students' time management skills and career decision self-efficacy levels.

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Demographic and Socioeconomic Determinants of Self-Efficacy: An Empirical Study of Korean Older Adults

The International Journal of Aging and Human Development ◽

10.1177/0091415017738081 ◽

2017 ◽

Vol 87 (3) ◽

pp. 289-308 ◽

Cited By ~ 5

Author(s):

Mann Hyung Hur

Keyword(s):

Older Adults ◽

Self Efficacy ◽

Regression Models ◽

Strong Support ◽

Decisive Role ◽

Demographic Variables ◽

Social Self ◽

Multidimensional Construct ◽

Sense Of Competence ◽

General Self Efficacy

This study conceptualizes the dimensions of older adults' self-efficacy and identifies its determinants by using panel data collected by the National Pension Research Institute in Korea. The analysis supported the conceptualization of older people's self-efficacy as a multidimensional construct and found strong support for the three subscales. For older adults in Korea, general self-efficacy was condensed into a sense of competence. Older adults' social self-efficacy was delineated into two subscales: inward social self-efficacy and interactive social self-efficacy. Inward social self-efficacy could be characterized as a set of inward-looking social capabilities, whereas interactive self-efficacy could be considered as a set of relation-oriented capabilities with various groups of individuals. Of the three regression models representing dimensions of older people's self-efficacy, each model uncovered its own set of variables that played a decisive role in perceived self-efficacy. Demographic variables were more effective determinants of older adults' self-efficacy than socioeconomic factors.

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Improving time use and self-efficacy increases task performance: validation of a novel process

10.31219/osf.io/z8mwn ◽

2020 ◽

Author(s):

Harrison Garcia

Keyword(s):

Task Performance ◽

Time Management ◽

Self Efficacy ◽

Management Practices ◽

Management Tool ◽

Management Skills ◽

Before And After ◽

Contemporary Work ◽

Specific Factors ◽

Performance Validation

College students are expected to develop time management skills to minimize procrastination and best perform in the tasks they face during education, but many do not implement time management practices and nearly all have trouble focusing on and completing assignments. Contemporary work and theory suggest that time management does not have an effect on task performance, but it can improve self-efficacy, which does correlate with task performance. A time management tool that also worked to improve self-efficacy was thus used to see if increasing self-efficacy could decrease time spent on tasks, i.e., task performance. Analysis of data collected from time and mood tracking before and after intervention demonstrated a significant decrease in time spent working (p<0.001) and significant increases in actual and in perceived productivity (p=0.039 and p=0.009 respectively). The results suggest that implementing practices to improve time management and self-efficacy may increase task performance, but further research must be done to control for specific factors that may confound this effect.

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Psychometrical Properties of a French Version of the General Self-Efficacy Short Scale (ASKU)

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000233 ◽

2020 ◽

Vol 79 (1) ◽

pp. 15-25

Author(s):

Jean Philippe Décieux ◽

Philipp Emanuel Sischka ◽

Anette Schumacher ◽

Helmut Willems

Keyword(s):

Self Efficacy ◽

Factor Model ◽

German Version ◽

French Version ◽

Context Variable ◽

Confirmatory Factor ◽

French Speaking ◽

German Speaking ◽

Valid Instrument ◽

General Self Efficacy

Abstract. General self-efficacy is a central personality trait often evaluated in surveys as context variable. It can be interpreted as a personal coping resource reflecting individual belief in one’s overall competence to perform across a variety of situations. The German-language Allgemeine-Selbstwirksamkeit-Kurzskala (ASKU) is a reliable and valid instrument to assess this disposition in the German-speaking countries based on a three-item equation. This study develops a French version of the ASKU and tests this French version for measurement invariance compared to the original ASKU. A reliable and valid French instrument would make it easy to collect data in the French-speaking countries and allow comparisons between the French and German results. Data were collected on a sample of 1,716 adolescents. Confirmatory factor analysis resulted in a good fit for a single-factor model of the data (in total, French, and German version). Additionally, construct validity was assessed by elucidating intercorrelations between the ASKU and different factors that should theoretically be related to ASKU. Furthermore, we confirmed configural and metric as well as scalar invariance between the different language versions, meaning that all forms of statistical comparison between the developed French version and the original German version are allowed.

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