scholarly journals The relationship between time management behavior and intelligence

2010 ◽  
Vol 74 (0) ◽  
pp. 1AM036-1AM036
Author(s):  
Haruyuki TSUKADA ◽  
Seiji YAMAGAMI
Keyword(s):  
Time Management ◽  
Management Behavior ◽  
The Relationship

Relating personality and time management behavior to perceived stress

2007 ◽  
Author(s):  
Sarah M. Haynes ◽  
James W. Grice ◽  
Thad Leffingwell ◽  
Douglas Edward Haynes
Keyword(s):  
Perceived Stress ◽  
Time Management ◽  
Management Behavior

scholarly journals Structural Relationship among Mobile Phone Dependence, Self-Efficacy, Time Management Disposition, and Academic Procras-tination in College Students

2021 ◽  
Author(s):  
Peng Sheng Chen ◽  
Jing Li ◽  
Seung-Yong Kim
Keyword(s):  
Factor Analysis ◽  
Mobile Phone ◽  
Mobile Phones ◽  
Time Management ◽  
Self Efficacy ◽  
Academic Procrastination ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Negative Effect ◽  
The Relationship

Background: We aimed to investigate the relationship among mobile phone dependence, self-efficacy for self-regulated learning, time management disposition, and academic procrastination in Chinese students majoring in physical education. In addition, we explored the mediating roles of self-efficacy for self-regulated learning and time management disposition in the relationship between mobile phone dependence and academic procrastination. Methods: We adopted a random sampling method to identify 324 physical education majors at five universities in Shaanxi Province, China in 2020. Data were analyzed via exploratory factor analysis, confirmatory factor analysis, correlation analysis, structural equation model analysis, and path analysis. Results: Mobile phone dependence had significant positive effects on academic procrastination (P<0.001) and self-efficacy for self-regulated learning (P<0.05) but a significant negative effect on time management disposition (P<0.001). Self-efficacy for self-regulated learning had a significant positive effect on academic procrastination (P<0.001), while time management disposition had a significant negative effect on academic procrastination (P<0.01). Notably, self-efficacy for self-regulated learning and time management disposition mediated the relationship between mobile phone dependence and academic procrastination (P<0.05). Conclusion: In addition to its direct effect on academic procrastination, mobile phone dependence exerts an indirect effect via time management disposition and self-regulated learning efficacy. Reducing students’ dependence on mobile phones is necessary for attenuating academic procrastination on university campuses. Thus, universities should aim to restrict the use of mobile phones in the classroom, actively cultivate students’ confidence in their self-regulated learning ability, and educate them regarding appropriate time values.

scholarly journals The relationship between flexible and self-regulated learning in open and distance universities

2012 ◽  
Vol 13 (2) ◽  
pp. 101 ◽  
Author(s):  
Per Bernard Bergamin ◽  
Simone Ziska ◽  
Egon Werlen ◽  
Eva Siegenthaler
Keyword(s):  
Learning Strategies ◽  
Learning Style ◽  
Time Management ◽  
Flexible Learning ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Regulated Learning ◽  
The Face ◽  
High Flexibility ◽  
The Relationship

<p>Flexibility in learning provides a student room for volitional control and an array of strategies and encourages persistence in the face of difficulties. Autonomy in and control over one’s learning process can be seen as a condition for self-regulated learning. There are a number of categories and dimensions for flexible learning; following professional publications, time, location, lesson content, pedagogy method, learning style, organization, and course requirements are all elements to consider. Using these categories and the dimensions of flexible learning, we developed and validated a questionnaire for an open and distance learning setting. This article reports on the results from a study investigating the relationship between flexible learning and self-regulated learning strategies. The results show the positive effects of flexible learning and its three factors, time management, teacher contact, and content, on self-regulated learning strategies (cognitive, metacognitive, and resource-based). Groups that have high flexibility in learning indicate that they use more learning strategies than groups with low flexibility.</p>

scholarly journals The Influence of Parenting Style and Time Management Tendency on Internet Gaming Disorder among Adolescents

2020 ◽  
Vol 17 (23) ◽  
pp. 9120
Author(s):  
I-Hua Chen ◽  
Zeng-Han Lee ◽  
Xiao-Yu Dong ◽  
Jeffrey Hugh Gamble ◽  
Hung-Wei Feng
Keyword(s):  
High School Students ◽  
Parenting Style ◽  
Parenting Styles ◽  
Time Management ◽  
Protective Factor ◽  
Internet Gaming Disorder ◽  
Gaming Disorder ◽  
Internet Gaming ◽  
The Relationship

The problem of adolescent online gaming addiction is related to individual-level characteristics and the influence of the family environment. The present study explores the potential role of adolescents’ time management tendency in mediating the relationship between parenting style and adolescent internet gaming disorder (IGD). Responses from a total of 357 Chinese high school students were collected for a Pathological Video-Game Use Questionnaire, Simplified Parenting Styles Scale, and Time Management Tendency Scale. Overall, participants reported moderate use of online games (Mean = 1.41; SD = 0.41), lower than the median value of 2 on a three-point scale. In terms of the mediating role of adolescents’ time management tendency, full meditation was observed for the relationship between the parenting style factor of “parents’ emotional warmth” for both mothers and fathers and internet gaming disorder. The results highlight the benefits of emotional warmth in supporting self-efficacy, self-control, and autonomy through the promotion of time management, which is an important protective factor for IGD and can serve as a mediating personality variable. Although non-significant in the complete model, over-protection and rejection by parents should also be cautiously considered as potential risk factors related to addiction.

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