A comparison between the time-management skills and academic performance of mature and traditional-entry university students
✍ Scribed by Mark Trueman; James Hartley
- Publisher
- Springer
- Year
- 1996
- Tongue
- English
- Weight
- 893 KB
- Volume
- 32
- Category
- Article
- ISSN
- 0018-1560
No coin nor oath required. For personal study only.
✦ Synopsis
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. introductory 'Access' courses. One consequence of this development has been an increasing concern about how well such mature students fare compared with traditional-entry ones.
A number of studies have examined and reflected on the academic performance of mature students in British higher education. (See, for example,