Abstract
This study examines the relationship between time management, academic engagement, and academic success among 11- and 12-year-old students in an online learning environment. A sample of 250 Iranian students was selected using a multi-stage random cluster sampling method The data were collected from students that self-reported via surveys. Results from structural equation modeling revealed that time management significantly predicted academic performance (p < 0.01), with academic engagement mediating this relationship. Students with high academic engagement demonstrated an increased willingness to invest time and effort in their studies. The findings suggest that while interventions aimed at developing time management skills are beneficial for students transitioning to middle school, prioritizing the increase of academic engagement and enthusiasm in middle school students, without explicitly focusing on time management, will lead to enhanced time management skills as well. Consequently, teachers can optimize their efforts and resources by focusing on academic engagement interventions, as academic engagement inherently fosters improved time management skills.
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