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A comparison between the time-management skills and academic performance of mature and traditional-entry university students

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Abstract

Time-management skills are acknowledged to be important but there has been little actual research on this topic with students. In this study we examined the scores obtained from 293 first-year students of psychology on a British version of an American time-management scale. The students were divided into three age groups: traditional-entry students - aged less than 21 years (N = 172); borderline mature students - aged 21–25 years (N = 50) and older mature students - aged more than 25 years (N = 71). Our analyses indicated (i) that women students in general reported significantly greater time-management skills than did men students, and (ii) that our older mature students reported significantly better time-management skills than did the other two groups. Academic performance, however, was only modestly predicted by age and scores on one component of the time-management scale.

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Trueman, M., Hartley, J. A comparison between the time-management skills and academic performance of mature and traditional-entry university students. High Educ 32, 199–215 (1996). https://doi.org/10.1007/BF00138396

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