TIME MANAGEMENT

Time Management



Time Management

Introduction

The primary emotional factors that have been examined are motivation, stress and coping skills, failure and its impact on self-esteem, and psychological dysfunction. Research has demonstrated that motivation is one of the single most important factors in predicting academic success. A student's willingness to succeed in college appears to be a more powerful predictor of success than his or her basic academic skills (Mouw & Khanna, 1993). Further, students with high levels of expectation and confidence in their abilities to succeed are more successful than students with less confidence (Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000). Students with masteryor performancemotivated goals are the most likely to earn good grades and be interested in their classes (Harackiewicz et al., 2000). Students characterized by an internal locus of control, that is, who believe that outcomes depend on their own actions and choices, are more likely to achieve academic success (Pascarella & Terenzini, 1991).

As previously mentioned, stress is inevitable in the transition from high school to college. Students who use active coping skills, that is, who actively engage with problems in an attempt to move toward approaching and confronting concerns, are better able to deal with stress and are more likely to achieve academic success (Jackson et al., 2000). Quality information about what stressors to expect also helps reduce levels of stress and produces better adjustment (Pancer et al., 2000).

Discussion

Many students face symptoms of mild depression and a drop in self-esteem in the transition to college (Pascarella & Terenzini, 1991). Students with low selfesteem tend to withdraw and become less motivated when faced with failure. This is in contrast to students with high self-esteem, who view failure as a motivator and as a method of feedback to improve subsequent performances (Perry, Hladkyj, Pekrun, & Pelletier, 2001). Researchers have found that preoccupation with failure can lead to excuses for poor performance or it can help students find ways and methods of improving poor performance. Students who feel that they have control over academic situations but are preoccupied with failure appear to be able to use failure as a means of correction and not as an excuse for substandard performance (Perry et al., 2001).

Researchers have also examined various forms of psychological dysfunction and the effect that such dysfunction may have on individuals' ability to achieve academic success. Extreme depression, anxiety, and substance abuse are predictive of poor academic adjustment (Svanum & Zody, 2001). Substance abuse appears to have the greatest negative impact on academic performance (Svanum & Zody, 2001). Feelings of depression and anxiety can also be debilitating, but it appears that in many instances those feelings lessen over time as students adjust to college (Pascarella & Terenzini, 1991). It is important that students seek help if they are experiencing any of these types of dysfunction. Professional assistance can lead students to the skills they need for better academic functioning (Svanum & Zody, 2001).

The primary social factors that have been examined include parent and family relations, friendships made during and ...