Exploring Time Management as a Construct of Self-Regulated Learning in First-Year College Students Taking Online Classes
Abstract: This study was undertaken because recent literature has suggested that the majority of students who enter the college or university setting are ill-equipped to adequately manage their time. Comparisons between males and females, as well as between traditional and non-traditional students, were also made in terms of online class grades. Ninety-three community college freshmen from a mid-sized college in the Southeastern United States participated in the study. Each participant answered questions from a portion of the Motivated Strategies for Learning Questionnaire as well as several demographic questions. A significant relationship (p<.0001) was found between time management behaviors and online class grades. In addition, females out-performed males in terms of grades in online classes. There was no significant relationship found when comparing traditional (18-24 years old) and non-traditional (25+) students in terms of who earned higher grades.
Presider: Rena Robey, Johns Hopkins University/DoD