The university students' time management skills in terms of their academic life satisfaction and academic achievement levels

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1 Vol. 9(20), pp , 23 October, 2014, DOI: /ERR Article Number: 136F13B48106 ISSN Copyright 2014 Author(s) retain the copyright of this article Educational Research and Reviews Full Length Research Paper The university students' time management skills in terms of their academic life and academic achievement levels Mehmet Dalli School of Physical Education and Sport, Mugla SitkiKocman University, Mugla, Turkey. Received 20 July, 2014; Accepted 29 September, 2014 The purpose of this present research is examining the correlations between university students' time management skills and their academic life and academic achievement levels. In addition, the present research tests whether there are significant differences between university students' time management skills and academic life levels in terms of age groups, gender, departments and classes. 308 female and 242 male; a total of 550 students who were selected randomly among students who study at various departments of Mugla Kocman University School of Physical Education and Sports and Faculty of Education, in Turkey, participated in the research. In the present research, time management scale developed by Britton and Tesser (1991) and adapted to Turkish by Alay and Kocak (2002); and adapted to academic life question form of The Satisfaction with Life Scale -SWLS developed by Diener et al. in 1985 and adapted to Turkish by Yetim (1993) were used as data collection tools. In the research, latest academic achievement averages in the transcripts that are recorded in the student s data files were based on as academic achievement levels of the students. Besides, personal information form of 4 questions that was prepared in accordance with the purpose of the present research was used. In the present research, pearson correlation analysis was used in order to determine the correlations between students' time management skills, academic life and academic achievement levels; and t test was used in groups of two, and anova tests were used in groups of more than two in order to test whether there are significant differences in the students' time management levels, academic life levels and academic achievement levels in terms of age groups, gender, departments and classes. Tukey Honestly Significant Difference (HSD) test was used to detect the source of the difference in the groups of more than two. According to the findings of the present research, there is a positive correlation at 0.01 significance level between university students' time management skills, academic life and academic achievement levels. Besides, no significance difference was detected between students' time management skills across genders (p>0.05); and there is a significance difference between students' academic life levels across genders (p<0.05). Key words:, management, life,, achievement, student. INTRODUCTION Most of the books written on management teach us how to manage other people. However, managing oneself is as important (Mackenzie, 1990; Drucker, 1994). Managing time means managing oneself. Everyday many people have difficulty in setting themselves in motion. For some, this is a matter of discipline. And some have a

2 Dalli 1091 character that causes them to lie back instead of moving forward. Another group of people have problems about what to do, and when to do this (Lankein, 1973). management is the process of applying management functions such as planning, organizing and controlling to one s own activities in order to reach their goals individually in his/her personal and business life in an efficient and productive way. Individuals who can manage time efficiently can both make time for their private activities and reach their professional and business goals in an efficient and productive way (Kocabas and Erdem, 2003; Taylor and MacKenzie, 1986; Adair, 2003; Macan, 1994) The understanding and implementation of the basics of time management by the individuals do not solve the problems of the individuals. However, that helps them reach an effective solutions and results. Timpe (1987) emphasizes that development of time management affects the productivity and general performance of the individuals. Similarly, Mackenzie (1990) states that time management enables individuals to raise their life quality, to decrease stress, lead a balanced life, increase productivity, and accomplish their objectives. Although, there are many researchers on the explanation of the benefits of time management (Taylor and Mackenzie, 1986; Emanuel, 1982; Lankein, 1973; Mpofu et al., 1996), some other researches debate that expected benefits of time management do not occur in practice (Macan, 1994). Human beings experience a high well-being state when they feel pleasant emotions, perform interesting activities, experience many joys and are satisfied with their lives (Diener, 2000). Life is dealt as a general evaluation of the individuals about the quality of their lives according to their own criteria. According to Diener and Lucas (1999) life involves with the present life, the will to change life, with the past, with the future and opinions of the individuals' fellows' about the life of that individual. Satisfaction areas may be business, family, free time, health, money, self and immediate environment of the individual. Moller (1996), revealed in his research conducted on South African university students that life is significantly correlated with level of income and ethnic background. Vitale (2001), found that religiousness has a positive effect on life of university students. Chow (2005), found in his research conducted on Canadian university students that students who have high socio-economic levels and grade averages, and the students who experienced more with their past academic lives, self-respect, relationships with others and living conditions have higher life. McKnight (2005), stated in his research conducted on university students that students who experience intense contradictions about spirituality have lower life. Paolini et al. (2006), found out that anxiety about financial possibilities can explain the variance in the correlation between anxiety and life among university students. It can be observed that interest on the life of university students has increased recently in Turkey. For example, Dogan (2006), who studied the factors related to the university students' life revealed that university students who are supported by their families and friends, do physical exercise and have positive opinions about their own futures have a higher well-being state. Tuzgol Dost (2006), found that there are significant differences in subjective well-being levels of university students in terms of perceived economic condition, perceived parent attitude, with appearance, religious beliefs and focus of control. Another research conducted by Cenkseven and Akbas (2007) found that extroversion, neurotism, learnt strength, perceived with parents and dates, perceived with free time activities and gender variables can predict subjective and psychological well-being among university students. The purpose of the present research is examining the correlations between university students' time management skills; academic life and academic achievement levels. In addition, the present research tests whether there are significant differences between university students' time management skills and academic life levels in terms of age groups, gender, departments and classes. METHODOLOGY Work group 308 female and 242 male; a total of 550 students who were selected randomly among students who study at various departments of Mugla Kocman University School of Physical Education and Sports and Faculty of Education participated in the research. Data collection tools In the present research, time management scale developed by Britton and Tesser (1991) and adapted to Turkish by Alay and Kocak (2002) was used. To analyze the factors associated with this instrument for Turkish population, items were subjected to principal component analysis and results showed that 35-item Management. Questionnaire (TMQ) revealed 3 components. For the reliability of instrument internal consistency statistical method Tel: Authors agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License

3 1092 Educ. Res. Rev. Table 1. Demographic data distribution of the participants. Gender Number % Female Male Age groups Number % 19 and under and over School Type Number % Faculty of Education School of Physical Education and Sports Class Distribution Number % Freshman Sophomore Junior Senior (cronbach alpha) was used. Cronbach alpha coefficient for TMQ was Besides, academic life question form of The Satisfaction with Life Scale (SWLS) developed by Diener et al. in 1985 and adapted to Turkish by Yetim (1993) were used as data collection tools. Cronbach alpha coefficient for SWLS was In the research, latest academic achievement averages in the transcripts that are recorded in the student s data files were based on as academic achievement levels of the students. Besides, personal information form of 4 questions that was prepared in accordance with the purpose of the present research was used. Statistical analyses In the present research, pearson correlation analysis was used in order to determine the correlations between students' time management skills, academic life and academic achievement levels; and t test was used in groups of two, and anova tests were used in groups of more than two in order to test whether there are significant differences in the students' time management levels, academic life levels and academic achievement levels in terms of age groups, gender, departments and classes. Tukey HSD test was used to detect the source of the difference in the groups of more than two. DISCUSSION AND CONCLUSION The purpose of the present research is examining the correlations between university students' time management skills; and academic life and academic achievement levels. In addition, the present research tests whether there are significant differences between university students' time management skills and academic life levels in terms of age groups, gender, departments and classes. 311 (51.8%) of the participants are female, and 239 (49.2%) are male. 267 (48.5%) of the students study at the faculty of education and 283 (51.5%) of them study at the School of Physical Education and Sports (Table 1). There is a positive correlation between students' time management skills, academic achievement and academic life. Research findings revealed no significant correlation between time management skill and academic achievement (Table 2). In Tuzgol Dost's (2007) research, university students' life scores varied according to perceived academic achievement. Life score averages of university students who have high perceived academic achievement were found significantly higher than the life score averages of students who have medium or low perceived academic achievement. According to findings of the present research, another factor associated with life levels of university students is academic achievement. This finding is similar with the findings of the research conducted by Chow (2005). Low academic achievement in a period which

4 Dalli 1093 Table 2. Correlations between time management, academic life and academic achievement life Management 0.226** Achievement 0.146** Achievement Table 3. management, academic life and academic achievement variables in terms of gender (t-test table). Achievement Gender n ss t p Female Male Management life Female Male Female Male may be the most difficult part of the educational lives of university students and in which they get professional education may cause that they experience anxiety for graduation and anxiety to lose the educational opportunity they obtained through a difficult process. Dis with the department, professional uncertainty and low motivation may be the factors that cause academic failure. Therefore, low academic achievement may appear as a multidimensional problem that is caused by more than one reason. In university years that determine the profession which covers an important part of the lives of individuals; and the professional identity that defines the social status of the individuals, students' academic achievement may be one of the most important factors of their happiness. Students' general time management score is This number indicates that students are not at positive or negative extreme points but they are at a medium level in terms of time management. In a previous research with similar method and question contents, teachers' general time management behavior scores were found (Kocabas and Erdem, 2003). This may indicate that students haven't gained adequate time management sensitivity as they haven't started their professional business lives yet. Students' general time management score was found to be at a medium level. Students can be more efficient at time management if they pay more attention on the factors that lowers the average time management score such as making a to-do list, saying no to others' work, studying lessons without considering the exam dates. No significant difference was found in the participants' academic achievement, time management and academic life levels in terms of gender (p>0.05) (Table 3). According to research findings, there is no significant difference in time management skills in terms of age groups (p>0.05) (Table 6). There is no significant difference in students' time management skills in terms of classes (p>0.05) (Table 9). Students' time management scores do not vary according to gender, age, faculty and class variables. Some researchers have found that women can manage time better than men (Erdem, 1997; Macan et al., 1990). In the present research as well, time management scores of female students are higher than male students. However, this difference is not statistically significant. This finding complies with Cenkseven and Akbas (2007) finding related to university students. There is a significant difference in students' academic achievement and academic life levels in terms of school type (p<0.05). This difference is resulted from that School of Physical Education and Sports students have higher academic achievement levels and academic life than Faculty of Education students. However, there is no significant difference in the

5 1094 Educ. Res. Rev. Table 4. Significant difference analysis in time management, academic life and academic achievement variables in terms of school type (t-test table) Achievement School Type n Ss t p Fac. of Education 267 2,1613 1,0904 6,265 0,012* SOPES*** 283 2,4544,8741 Management Fac. of Education 267 2,8077,3877 SOPES*** 283 2,8713,4505 2,481 0,116 life Fac. of Education 267 2,4345 1,1116 SOPES*** 283 2,9426,9994 ***School of Physical Education and Sports 17,280 0,000** Table 5. Significant difference analysis in academic achievement levels in terms of age groups (ANOVA) achievement 19 and under and over * Table 6. Significant difference analysis in time management skills in terms of age groups (ANOVA) management 19 and under and over participants' time management skills in terms of school type (p>0.05) (Table 4). Previous researches on time management have found significant correlations between efficient use of time and time management; and activities such as reading books, getting education, participating in seminars (Macan et al., 1990; Wolfolk and Wolfolk, 1986; Orpen, 1993). There is a significant difference in students' academic life in terms of age groups (p<0.05). According to Tukey HSD analysis, this difference was resulted from that of 19 and under age group students have lower academic life than 26 and over age group students (Table 7). According to findings of the present research, there is a significant difference in academic achievement levels in terms of classes (p<0.05). According to Tukey HSD analysis, this difference resulted from that of junior class students have higher life levels than the other students (Table 8). According to research findings, there is a significant difference in academic life levels in terms of classes (p<0.05). According to Tukey HSD analysis, this difference resulted from that of freshman students have lower academic life s than junior students (Table 10). There is a significant difference in participants' academic achievement levels in terms of age groups (p<0.05). According to Tukey HSD analysis, this difference resulted from that of 19 and under age group students have lower achievement levels than the students in other age groups (Table 5). Many previous researches have revealed that efficient time management affects academic achievement (Misra and McKean, 2000; Britton and Tesser, 1991; Campbell and Svenson, 1992; Macan et al., 1990). The findings of the present research also show that there is an important relationship between efficient use and management of time and academic life.

6 Dalli 1095 Table 7. Significant difference analysis in academic life levels in terms of age groups (ANOVA) Life levels 19 and under and over * Table 8. Significant difference analysis in academic achievement levels in terms of classes (ANOVA). achievement Freshman Sophomore Junior Senior * Table 9. Significant difference analysis in time management skills in terms of classes (ANOVA). Management Freshman Sophomore Junior Senior Table 10. Significant difference analysis in academic life levels in terms of classes (ANOVA). Life level Freshman Sophomore Junior Senior * Conflict of Interests The author has not declared any conflict of interests. REFERENCES Adair J (2003). Concise time management and personal development. London, GBR: Thorogood. Alay S, Koçak S (2002). ''Validity and Reliability of Management Questionnaire." Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22:9 13. Campbell RL, Svenson LW (1992). Perceived Level of Stress Among University Undergraduate Students in Edmonton, Canada. Perceptual and Motor Skills 75: Cenkseven F, ve Akbaş T (2007). Üniversite öğrencilerinde öznel ve psikolojik iyi olmanın yordayıcılarının incelenmesi. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(27): Chow HPH (2005). Life among university students in a Canadian prairie city: A multivariate analysis. Social Indicators Res. 70: Diener E (2000). Subjective well-being: The science of happiness and a proposal for a national index. Am. Psychol. 55 (1): Diener ED, Emmons RA, Larsen RJ, Griffin S (1985). The with life scale. J. Pers. Assess. 49(1): Diener E, ve Lucas RE (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2): Drucker P (1994). Etkin yöneticilik. İstanbul: Eti Kitapları. Emanuel HM (1982). "Put on Your Side". Manage. World 11: Erdem R (1997). Zaman yönetimi ve hastane üst düzey yöneticileri üzerinde bir uygulama. Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü Yayınlanmamış Yüksek Lisans Tezi, Ankara. Kocabaş İ, Erdem R (2003). Yönetici adayı öğretmenlerin kişisel zaman

7 1096 Educ. Res. Rev. yönetimi davranışları. Fırat Üniversitesi Sosyal Bilimler Dergisi 13(2): Lankein A (1973). How to Get Control of Your and Your Life. New York, David McKayCo., Macan TH (1994). '' Management: Test of a Process Model". J. Appl. Psychol. 79(3): Mackenzie A (1990). The Trap. McGraw-HiII, New York. McKnight D (2005). An investigation into the relationship between spirituality and life. Yayımlanmamış Yüksek Lisans Tezi, California State University, California. Mısra R, Mckean M (2000). College Students Stress and Its Relation to Their Anxiety, Management, and Leisure Satisfaction, Am. J. Health Stud. 16: Moller V (1996). Life and expectations for the future in sample of university students: A research note. South African J. Sociol. 27(1): Mpofu E, D'Amico M, Cleghom A (1996). '' Management Practices in an African Culture: Correlates with College Grades." Canadian J. Behav. Sci. 28:1-13. Orpen C (1993). The Effect of Management Training on Employee Attitudes and Behavior: A Filed Experiment. J. Psychol. 128(4): Paolini L, Yanez AP, ve Kelly WE (2006). An examination of worry and life among college students. Individ. Diff. Res. 4(5): Taylor J, Mackenzie RA (1986). is money, so use it productively. ABSA Bank. J., 78(130):33. Adair, 2003 concise time management Taylor J, Mackenzje RA (1986). '' is Money, So Use lt Productively." ABA Bank. J. 78: Timpe AD (1987). The Management of TIme. New York, Facts on File Publieations. Vitale MG (2001). The relationship between religiosity and life in university students as measured by social support. Yayımlanmamış Doktora Tezi, School of Professional Psychology, Chicago. Wolfolk AEW (1986). R.L. Management: An Experimental Investigation. J. Sch. Psychol. pp Yetim Ü (1993). Life : A study based on the organization of personal projects. Soc. Indicators Res. 29(3):

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