MacCann, Carolyn and Fogarty, Gerard J. and Roberts, Richard D. (2012) Strategies for success in education: time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22 (5). pp. 618-623. ISSN 1041-6080
Abstract
This paper examines relationships between the Big Five personality factors, time management, and grade-point-average in 556 community colleges students. A path model controlling for vocabulary, gender, and demographic covariates demonstrated that time management mediates the relationship between conscientiousness and students' academic achievement at community college. Separate modeling for part-time (n = 147) and full-time students (n = 409) showed that this mediation was moderated by enrollment status. Thus, time management was a significant mediator for part-time students but not for full-time students. The greater importance of time management for part- versus full-time students suggests that noncognitive constructs such as time management may be more critical for non-traditional students. These findings gather fresh currency as ever increasing numbers of students are enrolling part-time in post-secondary education across the globe.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to published version due to publisher copyright policy. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology |
| Date Deposited: | 22 Aug 2012 00:12 |
| Last Modified: | 14 Oct 2014 22:39 |
| Uncontrolled Keywords: | time management; academic achievement; personality; conscientiousness; part-time students |
| Fields of Research : | 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170202 Decision Making 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment |
| Socio-Economic Objective: | C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement |
| Identification Number or DOI: | 10.1016/j.lindif.2011.09.015 |
| URI: | http://eprints.usq.edu.au/id/eprint/21657 |
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