EFFECTS OF TIME-MANAGEMENT PRACTICES ON COLLEGE GRADES

A prospective study tested the hypothesis that college grade point average would be predicted by time-management practices. Ninety college students completed a time-management questionnaire in 1983; their high school Scholastic Aptitude Test (SAT) scores were obtained from college records. Principal-components analysis of the 35-item time-management instrument revealed 3 components. In 1987, 4 years later, each student's cumulative grade point average was obtained from college records. Regression analyses showed that 2 time-management components were significant predictors of cumulative grade point average R2 = .21 and accounted for more variance than did SAT scores (increment in R2 = .05). It is concluded that time-management practices may influence college achievement.