Time Management Skill and Stress Level Among Audiology and Speech Sciences Students of Universiti Kebangsaan Malaysia

Wahat, Nor Haniza Abdul; Saat, Nur Zakiah Mohd; Ching, Chee Kai; Qin, Lim Ya; May, Goh Choon; Omar, Nurzila; Ros, Sakinah Che; Mohd, Fatimah Sheikh; Ping, Tan Mon; Omar, Siti Sarah

doi:10.1016/j.sbspro.2012.09.334

Cited by 8 publications

(11 citation statements)

References 6 publications

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“…When the average scores of students' answers to the scale items were analyzed, it was determined that a majority of them determined their own priorities and pursued them; that they could make minor decisions promptly and planned their time by themselves although most of them did not carry out their daily tasks in a planned manner; they smoked a packet of cigarettes a day; and they expressed the need to improve themselves in time planning. This matches data reported by Wahat et al (2012), indicating that university students possess the ability to plan their time in their short, medium and longterm studies. In addition, Misra and Mckean (2000) revealed that the academic stress and anxiety of students decreases in line with the use of efficient time management techniques.…”

Section: Discussionsupporting

confidence: 90%

High school students time management skills in relation to research anxiety

Akçöltekin¹

2015

Educ. Res. Rev.

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This study aimed to determine the opinions of high school students relating to time management and present a correlation of their time management skills with demographic variables, as well as examining the relation between their level of research anxiety and time management skills. The study group composed 270 12th-grade students (127 males and 143 females) from the same socioeconomic level attending seven state high schools in Ardahan province, Turkey. Pearson coefficient of correlation, ttest, and weighted mean and standard deviation values were used. Results showed a meaningful relation in the negative correlation (r=-.188**, p<0.01) between time management skills and research anxiety level, and there was a meaningful relation between time attitudes, the second factor on the time management scale, and research anxiety in the negative direction (r=-.210**, p<0.01). We conclude that as students' time management skills improve, their research anxiety level decreases.

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Section: Discussionsupporting

confidence: 90%

High school students time management skills in relation to research anxiety

Akçöltekin¹

2015

Educ. Res. Rev.

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“…In turn, ES, TM, HS, and Persistent were not significantly influence in learners' academic outcomes. These findings were consistent with (Wahat, Saat, Ching, Qin, May, Omar… & Omar, 2012;Taplin, Yum, Jegede, Fan, & Chan, 2001;Williams & Takaku, 2011;Villavicencio, 2011). The opposite of the findings are researches by (Kosnin, 2007;Abbasnasab, 2012;Ibrahim et al, 2015;Seker, 2016;Haron et al, 2010).…”

Section: Discussionsupporting

confidence: 80%

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Di¹,

Zailani²,

Ismail³

2020

MOJEM

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It is evident that academic self-management is one of the skills which predict and improve students' academic outcomes. The present study investigated students' academic self-management skills (ASMS) by studying their self-regulated learning strategies (SRLs) and explored whether SRLs predict students' academic performance, as well as gender and year of study differs in SRLs among undergraduate students in Malaysia. The study was conducted with a quantitative survey methodology by distributing a questionnaire to six public universities in Malaysia. A total of 317 university undergraduate students participated in the current study of self-regulated online learning questionnaire (SOL-Q). Hypothesis testing was done by using inferential analysis in SPSS Version 22. Quantitative data analysis showed that students have a medium level of SRLs. The results varied based on the study years of the students in SRLs, but, not on their gender. The metacognitive skills are found influential on students' academic outcomes (GPA). The study has reflected the need to enhance students' SRLs to develop 21st-century skills for lifelong learning. The implications of the results for language learning and educational practices may be suitable for students and instructors of the faculty.

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“…Al Khatib (10) reported a negative and significant relationship between stress and time management in students of the University of Science and Technology in The United Arabic Emirates. However, Wahat et al (15) showed no relationship between time management and stress in students of Speech Sciences University in Malaysia, and the reason may be application of computer for curriculum and studying courses on days other than the day before the exam. According to his study, Kelly (39) stated that time management behavior cannot be merely effective on reduction of anxiety, and concern of students rather than perception of goal and time structure were more important.…”

Section: Discussionmentioning

confidence: 99%

“…Learning time management skills in academic years, is necessary for nurses in order to obtain essential qualifications for entering the clinical setting, and offering high quality service in the future (9). Effective application of time management skills associates with academic achievement (2, 10–13), stress reduction (11, 14, 15), increased creativity (16), self-efficiency (17), and satisfaction of students (18). Time management skill is one of the criteria that are used by students which results in an academically successful performance; the attempt for success is called academic motivation (19).…”

Section: Introductionmentioning

confidence: 99%

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran

et al. 2017

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IntroductionTime management skills are essential for nursing students’ success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015.MethodsThis cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient.ResultsMost participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students’ TMQ scores and the state anxiety (r= −0.282, p< 0.001) and trait anxiety scores (r= −0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students’ TMQ scores and AMS scores (r= 0.279, p< 0.001).ConclusionRegarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

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Time Management Skill and Stress Level Among Audiology and Speech Sciences Students of Universiti Kebangsaan Malaysia

Cited by 8 publications

References 6 publications

High school students time management skills in relation to research anxiety

High school students time management skills in relation to research anxiety

Self-Regulated Learning Strategies as Academic Self-Management Skills in Malaysian Public Universities

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran

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