EXAMINING THE EFFICACY OF A TIME MANAGEMENT INTERVENTION FOR HIGH SCHOOL STUDENTS. Issue 2 (8th August 2014)

• Record Type: Journal Article
• Authors: Burrus, Jeremy; Jackson, Teresa; Holtzman, Steven; Roberts, Richard D.; Mandigo, Terri
• Is Part Of: ETS research report series. Issue 2(2013:Dec.)
• Page Start: i
• Page End: 35
• Publication Date: 2014-08-08
• Subjects: time management -- noncognitive -- intervention -- high school -- psychosocial -- study skills; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; Universities and colleges -- United States -- Entrance examinations; Universities and colleges -- United States -- Graduate work -- Examinations; Graduate Record Examination; Educational tests and measurements; Social sciences; Education -- Research; Education -- Research; Educational tests and measurements; Graduate Record Examination; Social sciences; Universities and colleges -- Entrance examinations; Universities and colleges -- Graduate work -- Examinations; United States; 378
• DOI: 10.1002/j.2333-8504.2013.tb02332.x
• Languages: English
• ISSNs: 2330-8516

Abstract

ABSTRACT: The current paper reports the results of 2 quasiexperimental studies conducted to examine the efficacy of a new time management intervention designed for high school students. In both studies, there was no difference between the treatment and control groups in improvement in self‐reported time management skills as a result of the intervention. However, the treatment group reported significantly greater improvement than the control group for secondary outcomes such as stress (Studies 1 and 2), anxiety (Studies 1 and 2), depression (Study 1), and knowledge of time management strategies (Study 1). Additionally, advisor ratings of student time management skills were higher for the treatment than for the control group in Study 2. Implications and suggestions for improving the intervention are discussed.