The relationships of self-management, time-management, and personality measurements to academic performance

The primary purpose of this study was to determine how well self-reported self-management, time-management, and personality measures predict academic performance in an undergraduate education course which has a self-directed format. The predictive potential of self-management practices, time-management practices and personality type (as assessed by the Myers-Briggs Type Indicator) was first considered for each variable separately and then for the three variables in combination. Scores on the self-management, time-management, and personality inventory were correlated with four academic measures: ACT, GPA, total points in a course organized to be largely self-directing, and grade in the self-directing course. These correlations were computed with and without the Marlowe-Crowne social desirability scores partial led out. All three instruments showed significant correlations with some of the academic measures; however, the self-management and time-management scores were most significantly linked to college GPA when those students one standard deviation above and below the mean were compared. Overall, the Myers-Briggs Type Indicator was more consistently and more strongly related to the academic measures than was either the self-management or the time-management questionnaire.