Sunday, October 22, 2017

How To Enhance Academic Performance With Time Management

How to Enhance Academic Performance by Time Management Many students at colleges and universities around the world may find their academic experience very stressful as they are faced with several challenges. Meeting set deadlines for assignments, failing to prepare properly for coursework and examinations, and that overwhelming feeling of pressure when trying to achieve a good standing academic performance are Just a few (Macan 760).

One potential coping strategy which can be implemented to efficiently help deal with these challenges and, as a result, improve on one''s academic performance is Time Management. Prioritizing and scheduling one''s workload are both effective time management practices which can increase productivity, alleviate or prevent stress and anxiety and ultimately help in enhancing a student''s overall academic performance. The concept of time management is generally defined in terms ofa collection of behavior that is deemed to facilitate productivity and lighten stress (Lay & Schouwenburg, 1993).

It is believed that effective and efficient time management strategies are necessary in order to increase intellectual performance (Campbell & Svenson, 552) and are frequently suggested by academic assistance personnel and ectures as aids to enhance achievement for students. Every student during their academic period enrolls in courses which would all require them to complete specific tasks over time and by a certain time.

The completion of these tasks can become even more complicated when having to do one or more, for multiple courses simultaneously and based on this increased workload it is harder for some students to meet deadlines. When this occurs, assignments can become a burden and the pressures of upcoming submission dates can cause little or no productivity at all. A riority list can therefore be implemented as a time management tool, for prioritizing course work based on importance, submission date and workload. Ronald T. Brown Ph.

D, ABPP who is Professor of Public Health, Psychology and Pediatrics and is Dean of the College of Health Professions at Temple University suggests that students can break down these large and sometimes daunting tasks into smaller ones and by doing these smaller workable tasks on an efficient regular schedule they would avoid academic distress (87). In this way time can be appropriately allotted and dedicated o the start and completion of specific assignments which can ease students work flow allowing them to accomplish what needs to be done in a timely fashion.

However, assignments are only half the battle, as students will still need time to put towards studying for course work exams and also final exams. Failing to allocate time to do this can arguably have a negative impact on a student''s academic performance as procrastination is common among all students and involves a deficient time management and study skills (17) as Social Psychologist, and Professor and Chair of the Psychology Department Dr. Brownlow explains. Too much time can be spent trying to complete assignments and too little time is spent preparing for tests.

As one enough time to keep on track with their academic requirements. This is where hourly and daily scheduling can be used as a time management framework. According to Passer (24) it is essential to break down a 24 hour day so that a student can effectively decide how to assign his or her time so to keep up with his or her academic commitments. Scheduling similar to Prioritizing and creates a balance which allows students to effectively and efficiently complete assignments as students ay experience ongoing stress when they are striving to turn in quality homework and assignments on time.

Stress can also manifest itself as test anxiety. Academic success is based on the ability to learn as students are required to consistently recall information that is processed both in the long-term and short term memory. Stress inhibits the brain''s function as a result of lack of sleep, pressure and anxiety. The Mayo Clinic describes time management as an essential factor in reducing stress students can reduce stress by prioritizing and scheduling assignments and work to prevent rushing to complete assignments or cramming for tests. Even for a student life cannot be all work and no play.

Students'' personal life and school life often overlaps, assignments and study times compete with other activities and chores and it may be challenging and stressful to keep up with the demands of school life at college and university levels. Some students may even have other obligations such as employment. Therefore it is important that a student perfects and shapes his or her management skills creating a balance which allows them to effectively and efficiently complete assignments and prepare for exams leaving room for personal duties and recreation.

In conclusion, time management skills such as prioritizing and scheduling create a balance which allows students to effectively and efficiently complete assignments and prepare for exams without any stress or anxiety. Students who perceive more control of their time have significantly better academic performance evaluations, greater work and life satisfaction and less stress when it comes to workloads Macane et al. and are so better equipped to gain academic success. Work cited Brown, R. T. 1991, "Helping students confront and deal with stress and procrastination", Journal of College Student Psychotherapy, Vol. 6 No. 2, pp. . Brownlow, S. 2000, "Putting off until tomorrow what is better done today: Academic procrastination as a function of motivation toward college work", Journal of Social Behavior and Personality, Vol. 15, No. 5 pp. 15-34. Campbell, R. L, & Svenson, L. W. 1992, "Perceived level of stress among university undergraduate students in Edmonton, Canada", Perceptual and Motor Skills, Vol. 75, NO. 2, pp. 552-554. Lay, C. H. , & Schouwenburg, H. C. (1993). Trait procrastination, time management, and academic behavior. Journal of Social Behavior & Personality, 84(4), 647-66 Macan, T. H. , Shahani, C. , Dipboye, R. L. , & Phillips, A.

P. (1990). Ce students'' time Educollegational Psychology, 82(4), 760-768. Misra, R. , & McKean, M. (2000). COLLEGE STUDENTS''ACADEMIC STRESS AND ITS RELATION TO THEIR ANXIETY, TIME MANAGEMENT, AND LEISURE SATISFACTION. American Journal of Health Studies, 16(1), 41-51. Annotated Bibliography procrastination", Journal of College Student Psychotherapy, Vol. 6 No. 2, pp. 87. Ronald T. Brown, Ph. D. , ABPP is Professor of Public Health, Psychology and Pediatrics and is Dean of the College of Health Professions at Temple University. Dr. Brown is a diplomate in Clinical Health Psychology of the American Board of Professional

Psychology, and is a Fellow of the American Psychological Association, the American Psychological Society, the Society of Behavioral Medicine, and the National Academy of Neuropsychology. Dr. Browns'' text offers a plethora of practical approaches to how one can cope with stress and procrastination which can affect a person''s mood, conscientiousness, and extraversion and at the core is performance. behavior and Personality, Vol. 15, No. 5 pp. 15-17. Dr. Brownlow is Professor and Chair of the Psychology Department, who received her B. A. from the University of Massachusetts-Boston and her Ph. D. rom Brandeis University.

A Social Psychologist, Dr. Brownlow maintains an active program of research, focusing primarily on how nonverbal behavior influences impressions of others. She and her students also study gender differences. Her research collaborations students result in yearly conference presentations and have produced several scholarly publications, all of which include students as authors. Several of her students recently have received regional and national recognition for their work. Dr. Brownlow encourages students to pursue their interests through a variety of research, practice and rojects, thus extending their classroom activities.

Dr. Brownlow teaches Interpersonal Relations, History of Psychology, Social Psychology, and Industrial Psychology. This text explains how the process of University education evaluates the student constantly causing the reevaluation of self image, and how as the term progresses, stress rises with every paper and examination. Campbell suggests that stress is caused by this along with lack of time and self discipline, briefly noting that the personal commitments of students especially women had to be limited to reduce stress. Dr. Campbell received his M. D. om Ohio State University College of Medicine in 1949 and completed his residency in neurological surgery at the IU Medical Center in 1957 and has numerous publications in various medical Journals and has presented at major conferences in management: Correlations with academic performance and stress. Journal of Misra, R. , & McKean, M. (2000). College Students'' Academic Stress amd its Relation to teir Anxiety, Time Management, and Leisure. American Journal of Health Studies, 16(1), 41 _ 51. Passer. Michael W. , and Ronald E. Smith. Psychology: The Science of Mind and Behaviour. 3rd ed. Boston: McGraw-Hill, 2001 24-25

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