Doctoral Dissertations
Date of Award
5-1996
Degree Type
Dissertation
Degree Name
Doctor of Philosophy
Major
Education
Major Professor
Robert L. Williams
Committee Members
Sandra Thomas, Gary Klukken, Donald Dickinson
Abstract
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.
Recommended Citation
Price, Donald Elliott, "The relationships of self-management, time-management, and personality measurements to academic performance. " PhD diss., University of Tennessee, 1996.
https://trace.tennessee.edu/utk_graddiss/9824