Abstract
A prospective study tested the hypothesis that college grade point average would be predicted by time-management practices. Ninety college students completed a time-management questionnaire in 1983; their high school Scholastic Aptitude Test (SAT) scores were obtained from college records. Principal-components analysis of the 35-item time-management instrument revealed 3 components. In 1987, 4 years later, each student's cumulative grade point average was obtained from college records. Regression analyses showed that 2 time-management components were significant predictors of cumulative grade point average (R 2 =.21) and accounted for more variance than did SAT scores (increment in R 2 =.05). It is concluded that time-management practices may influence college achievement
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