The Interplay Between Time Management, Motivation, and Academic Performance Among University Students

Time management has long been recognized as a critical factor influencing students’ academic success. However, its role among student-athletes in the Philippines remains underexplored. This study investigated the relationship between time management and academic performance among student-athletes in a selected university in the Philippines. Specifically, it examined the student-athletes’ time management in terms of time planning, time attitudes, and time wasting; described their academic performance based on general weighted average (GWA); and determined the relationship between time management and academic performance. Using a descriptive–correlational research design, data were collected from 114 college student-athletes representing various sports disciplines through simple random sampling. Time management was measured using the Time Management Scale developed by Britton and Tesser, while academic performance was determined using the respondents’ official GWA records. Descriptive statistics and Pearson product–moment correlation were employed for data analysis. Results revealed that student-athletes demonstrated effective time management practices, particularly in time planning and time attitudes, while exhibiting moderate levels of time-wasting behaviors. Academic performance findings indicated that the majority of respondents achieved Excellent or Very Good GWAs, with no student-athletes classified as academically At Risk. However, correlation analysis showed a very low and statistically insignificant relationship between time management and academic performance (r = .125, p = .188). The findings suggest that although student-athletes generally possess strong time management skills and high academic performance, time management alone may not be a significant predictor of GWA. Other factors such as academic support systems, motivation, and adaptive learning strategies may play a more substantial role in shaping academic outcomes. The study highlights the importance of holistic institutional support in promoting the academic success of student-athletes and provides context-specific insights for future research and program development in Philippine higher education.

Personality traits and time management are widely recognized as key psychological constructs that shape students’ ability to adapt, stay organized, and perform successfully in academic environments. Numerous studies have highlighted the predictive value of personality dimensions—particularly Conscientiousness and Neuroticism—in shaping students’ self-regulatory behaviors, including time management, which in turn influence academic achievement.This study investigates the interrelations between personality traits, time management skills, and academic performance among undergraduate students enrolled at the Faculty of Social Sciences, University of Tirana, Albania. Grounded in the Five-Factor Model (Big Five), the research explores how individual differences in Neuroticism, Conscientiousness, Extraversion, Agreeableness, and Openness to Experience influence students’ ability to manage time effectively and achieve academic success. Using the BFI-10 for personality assessment and the Time Management Questionnaire (TMQ-25), data were collected from a sample of 303 bachelor-level students via an online survey. Academic performance was measured using students’ weighted average grades. Results supported most hypotheses, revealing that higher Conscientiousness significantly predicts academic success, while Neuroticism negatively affects both time management and academic performance. Extraversion showed a positive relationship with time management, particularly in collaborative academic settings. Mediation analysis confirmed that time management mediates the effect of Conscientiousness and Neuroticism on academic outcomes. Furthermore, gender differences emerged in trait–performance correlations. These findings suggest that integrating personality-informed time management strategies in academic support programs may enhance student outcomes. Received: 18 May 2025 / Accepted: 10 December 2025 / Published: January 2026

Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.

Access to international education has gained importance worldwide. In a globalized world, traditional education methods are found to be increasingly insufficient for educating well-rounded individuals who can contribute to their community. To the skills that will benefit students for the future with skills such as critical thinking or time management, more and more educators and parents believe that international education is crucial (Cole, Gannon, Ullman, & Rooney, 2014; Walker, 2012). More than just for internationally mobile students, international education has become important to any student who would like to acquire 21st century skills (Ramler, 1991; Rawlings, 2000).There are different curricula used in international education, the most common in Turkey in accordance with international standards is the Diploma Programme (DP) of the International Baccalaureate® (IB). The number of national and international schools that apply DP have increased rapidly in Turkey. The problem this study attempts to tackle is how the combination of international and national curricula helps Turkish students prepare for university education. Studies exist that have compared national and international programs by exploring the views of Turkish students, teachers, and administrators; however, the number of these studies is limited (Bora, 2010; Cam Aktas, 2013; Demirer, 2002). To understand the outcomes from the combination of national and international programs, the role of high school on university preparation needs to be investigated.The main purpose of this study is to evaluate student readiness and development for university preparation in Turkey through international education. In addition to the academic performance of students, their skills have been evaluated to understand their readiness and development for university preparation. The skills that were selected were time management and critical thinking. These variables were used to evaluate the differences between student outcomes. Research has indicated that study skills such as time management tie to the academic performance of university students (Proctor, Prevatt, Adams, Reaser, & Petscher, 2006). Critical thinking is described as an important skill in general education (Halpern, 2001) and is referred to as a 21st century skill (Partnership for 21st Century Learning, [P21], 2015). Changes in organizations require changes in educational experience and skills: More and more, employers and educators have indicated the need for better critical-thinking skills in academic performance and job outcomes (Koenig et al., 2011).In this study, the academic performance and skills of students who had attended the national high school program (MONEP) and IBDP were compared to students who had only attended the MONEP. Furthermore, the research investigated students' perceptions of their overall preparedness for university life through the questions listed below:a. How do university students' academic performances differ based on the high school program they attended?b. How do university students' skills related to academic performance differ based on the high school program they attended?c. What are university students' perceptions about their academic performance and skills within the university?International Baccalaureate Diploma Programme (IBDP)The IBDP is a two-year international education program for students between 16 and 19 years old. The aim of this program is to prepare students for university life. Its mission is to develop inquiring, knowledgeable, and caring young people who will help to create a better and more peaceful world through intercultural understanding and respect (IB, 2015a).The IBDP consists of six subjects: studies in one's native language and literature, language acquisition (secondary language), individuals and societies, mathematics, the sciences, and the arts. There are also three core components: Theory of Knowledge, Extended Essay, and Creativity-Activity-Service. …

Aims: This study investigated the implications among levels of learning strategies (cognitive strategies, metacognitive strategies, affective strategies, and social strategies), time management (prioritization, planning, procrastination and management) towards the academic performance among college interns. Study Design: A descriptive-correlational research design was used to investigate potential correlations among the variables. Place and Duration of Study: The study was conducted at San Isidro College, Malaybalay City, Bukidnon, Philippines, during the academic year 2024–2025. Methodology: A total of 60 college interns from the College of Nursing and related departments were selected through purposive sampling for a study assessing learning strategies and time management. The research instrument underwent expert validation to ensure reliability and validity before data collection. An adapted questionnaire was utilized to evaluate cognitive, metacognitive, affective, and social learning strategies, as well as time management aspects, including prioritization, planning, procrastination, and management. A pilot test was conducted with the same group of interns, resulting in reliability coefficients ranging from α = .750 to α = .920. The academic performance of the interns was measured using their General Weighted Average (GWA) for the first semester of the 2024-2025 academic year. Descriptive statistics were applied to assess learning strategy and time management levels, while Pearson correlation analysis was employed to explore relationships among the variables. Results: The findings indicated that college interns exhibited high levels of learning strategies, with cognitive strategies (M = 4.07, SD = 0.80), metacognitive strategies (M = 4.12, SD = 0.81), affective strategies (M = 4.23, SD = 0.85), and social strategies (M = 4.07, SD = 0.93), resulting in an overall mean of 4.11 (SD = 0.50). Furthermore, the time management dimension also demonstrated high levels across its various components, including prioritization (M = 4.09, SD = 0.76), planning (M = 3.93, SD = 1.09), procrastination (M = 4.09, SD = 0.76), and management (M = 3.96, SD = 0.868). The correlation analysis uncovered significant associations between learning strategies and academic performance; however, the learning strategies variable displayed a weak and negative correlation. In this context, the different sub-variables yielded cognitive strategies (r = -0.406, P = .001), metacognitive strategies (r = -0.344, P = .007), affective strategies (r = -0.447, P = .003), and social strategies (r = -0.335, P = .009). Similarly, for the time management variable, a significant relationship with academic performance was observed, yet time management showed a weak and negative correlation, except for the procrastination variable, which exhibited a moderate relationship with a positive but weak correlation. In this regard, various components were identified: prioritization (r = -0.314, P = .0146), planning (r = -0.381, P = .003), procrastination (r = 0.04, P = .762), and management (r = -0.375, P = .003). Conclusion: The study concludes that college interns use learning techniques and time management skills to meet their academic obligations and goals, which have a strong connection to their academic success. The results imply that effective learning techniques and time management play a crucial role in the academic achievements of college interns as they apply these methods to their studies, assignments, and tasks within their colleges.

Introduction: Time management is a crucial skill for university students in balancing academic and personal responsibilities. Previous studies suggest that effective time management supports academic achievement, yet many students struggle to apply it consistently. Understanding this relationship is important to inform strategies that enhance student success. Objective: This study aimed to examine the relationship between time management skills and academic achievement among university students. Methods: A cross-sectional study was conducted at UIN Jakarta in March–April 2025, involving 39 undergraduate students. Participants completed a questionnaire assessing time management and academic performance. Data were analyzed using IBM SPSS version 29. Descriptive statistics summarized demographics, and a Chi-square test assessed the association between time management and academic achievement (p < 0.05). Results: Most students demonstrated fairly good time management (69.2%) and very good academic performance (69.2%). However, the Chi-square analysis showed no significant relationship between time management and academic achievement (p = 0.817). Conclusion: Despite previous findings suggesting a positive link, this study found no significant correlation between time management and academic success. The results highlight the complexity of academic performance and suggest that additional factors such as motivation, learning strategies, and institutional support play essential roles. These findings imply that interventions to support academic success should adopt a more holistic approach.

Aim of the Study: This study aimed to examine the effects of social media use on academic performance and psycho-behavioural responses in university students during COVID-19. According to the study, there is a strong link between academic social media use, psycho-behavioral responses, and academic performance. It was also proposed that academic social media use and psycho-behavioural response could forecast academic success. The study also forecasted gender disparities in academic performance, psycho-behavioural responses, and social media use. Methodology: In the two government universities in Lahore, 200 students (113 females and 87 males) were polled, using purposive sampling and a quantitative correlation study design. A demographic information sheet, consent form, student learning behaviour scale (Abbas et al., 2019), social networking usage scale (Gupta & Bashir, 2018), and a depression, anxiety, and stress scale (Lovibond & Lovibond, 1995) were all included in the questionnaire. The data were examined using Pearson correlation, independent t-tests, and moderation regression analysis. Findings: The study found a negative correlation between academic social media usage and performance among university students. It was found that university students' academic performance during COVID-19 was negatively impacted by their use of academic social media. Significant gender-based disparities in psychological reactions like stress, anxiety, and academic performance were also discovered by the study. Conclusion: These findings can benefit students in making better academic use of social media and aid instructors in better understanding the factors affecting student success.

Widespread use of social media among university students raises concerns about its impact on academic performance, social autonomy, and well-being. This study examines the direct and indirect effects of digital media addiction on academic and social outcomes, highlighting time management as a moderating factor. Data were collected from 250 students via a structured questionnaire assessing social media addiction, academic results, social well-being, time management, attitude, and electronic word of mouth (eWOM) using validated scales. Structural Equation Modeling (SEM) and PROCESS macro analyses were applied to test direct, mediated, and moderated effects. Findings reveal that social media addiction negatively influences both academic and social outcomes. However, effective time management serves as a protective factor, reducing these adverse effects. Additionally, student attitudes and eWOM were found to mediate the relationship between addiction and academic performance. The study underscores the importance of time management, digital competence, and student engagement strategies in mitigating the harmful consequences of excessive online use. These insights provide valuable implications for educational institutions, policymakers, and counselors seeking to enhance student well-being and academic success in digitally saturated learning environments.

Effective time management skills are essential for academic success in university education. However, the literature lacks a comprehensive synthesis of time management strategies across diverse academic disciplines and the effectiveness of innovative teaching methods in promoting these skills. This meta-analysis aims to address this gap by systematically synthesizing empirical evidence from a wide range of scholarly sources, including peer-reviewed journals, conference proceedings, and educational reports, to provide a nuanced understanding of the significance of time management in university education. Grounded in established theoretical frameworks such as the Time Management Behavior Theory and the Goal Setting Theory, this study offers a robust theoretical foundation for examining the interplay between time management strategies, academic performance outcomes, and pedagogical approaches in tertiary education settings. Variables and Conceptual Framework: Key variables under scrutiny include various time management interventions, academic performance metrics, and pedagogical innovations. The conceptual framework integrates principles from cognitive load theory and self-regulated learning to elucidate the mechanisms through which time management strategies influence student learning outcomes. Employing a meta-analysis approach, this study systematically synthesizes quantitative data from previous research to identify patterns, trends, and effect sizes. Meta-regression techniques are applied to explore potential moderating variables, while thematic analysis is used to extract common themes and best practices across different academic contexts. Findings and Conclusions: The meta-analysis reveals compelling evidence of a positive correlation between effective time management strategies and improved academic performance across diverse academic disciplines. Furthermore, innovative teaching methodologies that integrate time management principles into course curricula are found to significantly enhance student engagement, motivation, and overall learning outcomes. In light of these findings, the study advocates for the widespread adoption of tailored pedagogical approaches aimed at cultivating time management skills among university students, thereby empowering them to navigate the complexities of higher education successfully. This abstract provides a detailed overview of the study's background, literature gap, theoretical framework, variables, methodology, findings, and conclusions, emphasizing the use of meta-analysis as the primary methodological approach.

This study examined the impact of teachers’ time management on secondary school students’ academic performance in Ekiti State, Nigeria. The sample for the study was 500 secondary school teachers and 50 school registrars who were selected using simple random sampling technique. An instrument tagged ‘Questionnaire on Secondary School Teachers’ Time Management in Ekiti State, Nigeria’ (QSSTTM) was used to interview the teachers and the second instrument is an Inventory on Senior Secondary School Certificate Examination results obtained from the registrars. Face and content validity were used to ascertain the validity of the instruments. The Split half method was used to ascertain the reliability of the instrument and found to be 0.82 for QSSTTM. The data collected were analyzed using percentage, mean, standard deviation and Pearson’s Product Correlation Analysis. All the hypotheses were tested at 0.05 level of significance. The findings revealed that there was a significant relationship between teachers’ time management and students’ academic performance. The level of teachers’ time management and academic performance was moderate. It was therefore recommended that teachers should improve upon their time management, especially by being more conscious about how to control their time.

Students’ study skills consisting of different dimensions are regarded as specific indicators of their academic performance. It was aimed to examine if there is a significant difference regarding the students’ motivation, time management, preparation for the examination, their score of examination and anxiety management according to their gender, departments and Undergraduate Placement Exam (UPE) scores. The current study was conducted during 2016-2017 academic year with the participation of 117 male and 55 female students of different disciplines at Yildiz Technical University. The information about the ability to study was gathered through a questionnaire developed by Bay, Tugluk and Gencdogan (2005). Data were analysed using One-Way ANOVA, t-test, and Pearson correlation analysis. According to ANOVA results, it was seen that there aresignificant differences between students’ departments and time management. Also, T-test results indicated that there is a significant difference between female and male students in terms of their departments and time management dimension. Yet,the findings showed that there is not a significant correlation between students’ UPE scores and dimensions of study skills. Keywords: Study skills; university students.

Higher education students often experience considerable academic pressure, which can substantially affect their mental health and academic performance. Supporting mental health while working to improve academic achievement is a challenging task for universities. This study examines the impact of academic stress and the use of mindfulness practices on university students’ academic performance. Mindfulness serves as a mechanism to reduce extraneous cognitive burden, thereby enhancing learning and performance while alleviating the effects of stress. This study systematically examines existing literature studies to explore the role of mindfulness practices in mitigation on students’ overall well-being and academic outcomes. The paper delves more into students’ well-being in higher education settings, exploring the methodologies, interventions strategies engaged and reported effects. Studies indicate that the integration of mindfulness techniques in educational settings enhances students’ mental health, emotional control, and stress alleviation. Furthermore, the tactics have the capacity to cultivate a constructive classroom atmosphere, strengthen interpersonal relationships, and augment overall student involvement. This study enhances comprehension of mindfulness meditation’s potential as an effective instrument for promoting students’ mental health and academic achievement. It emphasizes the significance of incorporating mindfulness techniques into school environments to promote comprehensive well-being.

Time management is by all means important in all aspects of our lives. Whether in individual capacities or in businesses and organizations, use and management of time is equally important. As applied to educational setting, time is precious to students, teachers, heads and the institution as a whole. These considerations have given the researchers the idea to undertake their study regarding the relationship between time management and students’ academic performance. The main objective of this study is to examine the significant relationship between time management variables and students’ academic performance. It basically used the descriptive research design in carrying out the study and in selecting the respondents, random sampling were undertaken to 100 students in Managerial and Financial Sciences department of Al-Zahra College for Women with its three specializations: Accounting, Finance, and Business Management departments. Data were analyzed using statistical tools such as frequencies, percentages, weighted mean, standard deviation, regression and correlation. Findings of the study revealed that there is significant correlation of some demographic variables such as age of the respondents and educational degree to students’ academic performance. Moreover, time management variable specifically the prioritization significantly correlates to students’ academic performance while other variables: procrastination and socialization have no significant relationship to students’ academic performance. Based on these findings, it is suggested that, students should observe and undertake prioritization of their tasks and responsibilities to improve their academic performance. Moreover, teachers should also integrate time management concepts and applications in their classes. Trainings and seminars on time management are also encouraged for the students.

This study investigates the impact of virtual learning environments (VLEs) on social interaction and academic performance among university students in China. As online education continues to grow in prominence, understanding the factors that influence student success in VLEs is crucial. The research explores the relationship between social interaction (including peer and instructor interactions), self-regulation, technological literacy, and academic performance. A quantitative approach was employed, using a structured questionnaire to collect data from 300 university students. The results reveal that frequent interactions with peers and instructors positively correlate with academic performance. Additionally, self-regulation, including time management, goal setting, and motivation, emerged as significant predictors of academic success. Technological literacy also played a crucial role, with students demonstrating higher digital competence performing better academically. However, the sense of community in virtual environments did not significantly correlate with academic outcomes. The findings suggest that while social interaction and course structure are important, self-regulation and technological skills are pivotal for academic success in virtual learning settings. The study highlights the need for universities to focus on fostering digital literacy and supporting self-regulation to optimize the learning experience in VLEs. These insights have implications for educators and policymakers aiming to enhance online learning experiences and improve student performance in digital education environments.

BackgroundTime management is a crucial skill that significantly impacts academic performance, particularly among students in demanding healthcare programs. Understanding how time-management practices relate to academic outcomes can help guide targeted educational interventions.ObjectivesThe objective of this study was to evaluate the level of time-management skills among medical, dental, and pharmacy students at the University of Sharjah, United Arab Emirates, and to examine the relationship between these skills and academic performance (Grade Point Average (GPA)).MethodsA descriptive cross-sectional study was conducted among 390 students selected through simple random sampling. Data were collected using Britton and Tesser's 18-item Time-Management Questionnaire, consisting of 18 Likert-scale questions (score range 18-90), along with demographic variables and self-reported GPA. Time-management scores were categorised as low (39-54), moderate (55-69), or high (70-86). Statistical analysis included descriptive statistics, ANOVA, and correlation testing using IBM SPSS Statistics for Windows, version 23 (Released 2015; IBM Corp., Armonk, New York, United States).ResultsOf the 390 participants, 27.4% (n=107) were male and 72.6% (n=283) female. A total of 279 students (71.5%) demonstrated moderate time-management skills. A significant difference in overall scores was found between medical and pharmacy students (p = 0.006). A strong positive correlation was observed between time-management scores and GPA (r = 0.99, p = 0.028). This finding, while unusually high, was confirmed through repeated analysis and is attributable to the restricted GPA range and academic homogeneity of the cohort. No significant associations were found between time-management ability and gender, school background, or educational level.ConclusionTime management is a strong predictor of academic performance among this high-achieving health-science cohort. The unusually strong association observed should be interpreted in light of the restricted GPA variability and homogenous academic profile of the sample. Incorporating structured time-management training into university curricula may enhance academic outcomes and student well-being.