ÖĞRENCİLERİN ZAMAN YÖNETİMİ BECERİLERİ İLE AKADEMİK BAŞARILARI ARASINDAKİ İLİŞKİ: KARABÜK ÜNİVERSİTESİ

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Burcu Kibar ◽  
Yahya Fidan ◽  
Canan Yıldıran
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Time Management ◽  
Grade Level ◽  
Study Group ◽  
Management Skills ◽  
Spring Semester ◽  
Fourth Class ◽  
The University ◽  
The Relationship

Nowadays, time is being consumed rapidly. Almost everyone is suffering from the lack of time. The only thing that is desired is to evaluate the maximum time for a while. It is possible to manage ourselves in time. Time management ensures is be effective and efficient in one’s work and personal life.Time management consciousness starts from childhood, matures and develops during the university. Especially time management is of vital importance to get good grades in their lecture for university students. So, students must learn how to manage their time and how to improve their time management skills for having well education and business life. The goal of that study is to determine whether there is a relation ship between time management and academic successes of the university students or not. For this purpose, in 2012-2013 spring semester, in Faculty of Tecnical, Faculty of Engineering, Faculty of Letters of Karabük University, students studying in third and fourth class is determined as the study group. The questionnaire was administered to the study group. The questionnaire was created by examining the literature. According to research, is the relationship between time management skills and academic achievement of students. Time management skills vary according to gender, grade level, where they live and they study in üniversity.

A Study On Emotional Intelligence And Academic Achievement In Malaysia

2020 ◽  
Vol 7 (10) ◽  
pp. 109-115
Author(s):  
Cyndra Robert Budull ◽  
Nur Khairunisa Abu Talip ◽  
Noreriani Sabturani ◽  
Theresa Ahing ◽  
Muhamad Syukrie Abu Talip
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
University Students ◽  
Grade Point Average ◽  
Grade Point ◽  
Cumulative Grade Point Average ◽  
Undergraduate University Students ◽  
The University ◽  
The Relationship ◽  
Pearson Correlations

The study aimed to explore the relationship between emotional intelligence (EI) and academic achievement (AA) among undergraduate university students in Malaysia. Four hundred and sixty (n=460) undergraduate university students in Malaysia involved in the present study. The Assessing Emotional Scale (AES) questionnaire was used to measure EI, while the Cumulative Grade Point Average (CGPA) used to determine AA scores. Pearson correlations were utilized to examine the relationship between EI and AA. The findings showed positive and weak relationship between overall emotional intelligence (EI) and academic achievement (r=.090), perception of emotion (PE) and academic achievement (r=.016) and managing others’ emotion (MOTE) and academic achievement (r=.044). Perception of Emotion (PE) are found significantly and positively correlate with academic achievement (r=.101). A significant positive relationship also reported between Managing Own Emotion (MOE) and academic achievement (r=.123). This study helps in understanding and providing information on the university students’ emotional intelligence and academic achievement during undergraduate life.

scholarly journals Investigation of relationship between subjective well-being levels and academic achievements of university students according to various variables

2020 ◽  
Vol 15 (3) ◽  
pp. 532-539
Author(s):  
Murat Gökalp
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
University Students ◽  
Personal Information ◽  
Well Being ◽  
Achievement Scores ◽  
Subjective Well Being ◽  
Simple Regression Analysis ◽  
The University ◽  
The Relationship

                In this study, it is aimed to determine and evaluate the relationship between the subjective well-being levels of the university students and their academic achievement according to various variables. The study group consisted of 600 students from various faculties of Samsun 19 Mayıs University. Subjective Well-being Scale developed by Tuzgöl-Dost (2004) and academic achievement scores prepared by the researcher were used as data collection tools. The subjective well-being scale, which consists of 46 items, aims to measure the subjective well-being of individuals. Students' academic achievement scores were obtained with personal information form. In the study, simple regression analysis was performed to examine the predictive power of subjective well-being on academic achievement. According to the results of the regression analysis, subjective well-being significantly predicted positively (β = .330, t = 54.704, p <.01) and 5% of the variance in subjective well-being scores. According to these results, as the subjective well-being of the participants increased, their academic achievement levels increased. The level of subjective well-being of the students differed according to the number of faculty and the number of siblings they studied. These findings were discussed in the light of the literature and suggestions for practitioners and researchers were presented.   Keywords: Faculty, level of well-being, subjective well-being, university students;

scholarly journals THE IMPORTANCE OF TIME MANAGEMENT FOR THE SUCCESSFUL OF TEENAGERS’ IN EDUCATION: AN OVERVIEW

2021 ◽  
pp. 330-339
Author(s):  
Amuta Arumugam ◽  
Dr.Ganesan Shanmugavelu ◽  
Dr.Fauziah Hanim Bt.Md Yusof ◽  
Dr.Munirah Bt.Abd Hamid ◽  
Dr.M. Nadarajan Manickam ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Time Management ◽  
Academic Standards ◽  
Good Time ◽  
Management Skills ◽  
Daily Routines ◽  
Dynamic Relationship ◽  
Overall Performance ◽  
Time Planning ◽  
The Relationship

This study examined the dynamic relationship between the time management skills and the that impact on teenagers’ academic achievement. Time management is the key valuable factor and it may actually affect individual’s overall performance and achievements. However, all of these are related by how individuals manage their time to suit their daily living or to make it flow steadily with their routines. Encouraging settings and environment will surely promote positive outcomes to teenager, besides having good lectures. Nevertheless, good time management is vital for teenagers to shine, however, some of the teens do not have good time management skills that have negatively affected their lives and their academics. The usage of time by teenagers in higher education institutions is related to their daily routines and activities. Their time management can also affect stress levels as they need to cope with their tasks and their personal achievements. In this regard, the hypothesis was analysed that how effectively, they are managing their time for achieving their academic standards. Meanwhile, there were significant factor in behaviour and attitude impact in time management into positively related to academic achievement of teenager although the relationship is weak. Time planning is the most significant correlated predictor.

scholarly journals Relationship Between University Students Time Management Skills and Their Academic Performance

2020 ◽  
Vol 5 (4) ◽  
Author(s):  
Iqbal Amin Khan ◽  
Alam Zeb ◽  
Shabir Ahmad ◽  
Rizwan Ullah
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
University Students ◽  
Time Management ◽  
Quantitative Research ◽  
Rating Scale ◽  
Study Data ◽  
Good Time ◽  
Management Skills ◽  
Significant Difference

The purpose of this study is to determine the relationship of time management skills on the academic achievement of university students. The study used quantitative research design. The population of the study consisted of all Bachelor level students of public sector universities in Malkand Division. A random sample of 900 Bachelor level students from three universities of Malakand division participated in the study. Data were collected through Time Management Behavior Scale (TMBS) developed by Macan, Shahani, Dipboye and Phillips (1990) consisting of 34 items based on five-point rating scale. The students were also requested to provide their results in the last semester. Data were analyzed by using mean, standard deviation, independent samples t-test, and Pearson’s coefficient correlation. The university students exhibited moderate level of time management skills. No significant difference was found between the perceptions of male and female students. A positive significant moderate relationship was found between the four constructs of TMBS and students academic performance. It was concluded that the students who have good time management skills tends to have higher academic achievement and decreased time management skills could result in decreased outcomes. The study recommended that university students should concentrate on developing their capacities in time management areas through trainings, workshops and seminars to increase their academic achievement.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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