11 Matching Annotations
  1. Sep 2025
  2. files.eric.ed.gov files.eric.ed.gov
    Contents
    11
    1. fksemik 22 Sep 2025
      who concluded that the management of these parameters allowed to materialize the learning objectives inthe studied population. Similarly, the results obtained were close to those of Quiliano and Quiliano (2020) as well asthose of Aldana, Isea, and Colina (2020), who demonstrated that stress kept a close inverse association withparameters related to time management in academic life.

      This article directly supports the idea that time management is a key strategy for reducing academic stress and improving performance in college students. It provides both quantitative data (showing a negative correlation between stress and time management) and theoretical connections to coping and motivation, which can strengthen arguments in a paper on effective study strategies.

    2. fksemik 22 Sep 2025
      Discussion

      The authors argue that inadequate planning and disorganization contribute to stress and related symptoms such as anxiety and depression. Findings align with prior research showing that procrastination increases stress, and strong time management reduces it. They also highlight that online education (especially during the pandemic) requires self-directed learning, making time management even more critical for reducing stress and improving academic achievement.

    3. fksemik 22 Sep 2025
      Results

      This study examined the relationship between time management and academic stress among university students. Results showed that just over half of the students rated their time management as adequate across dimensions like objectives, priorities, management tools, perception of control, and organization. However, a significant portion still considered their skills “not adequate.” Academic stress was reported at mainly moderate levels, with about 17% reporting high stress. Correlation analysis revealed an inverse, significant relationship between time management and academic stress. Specifically, better time management was linked to fewer stressors and symptoms, while poor time management was associated with procrastination and higher stress. Notably, coping showed a positive correlation with time management, suggesting that stronger organizational skills improve stress management.

    4. fksemik 22 Sep 2025
      if they have not had a good time management of their activities, they will not be able to have an adequate controlof these activities,

      Where can students obtain these time management skills?

    5. fksemik 22 Sep 2025
      Similarly, the study by Celis, Bustamante, Cabrera, Cabrera, Alarcón and Monge (2001)indicated that students of the specialty of Human Medicine presented stress cases of significant levels

      Can Major also affect/worsen stress levels? Factors to look into; Work load, emotional exhaustions, demands of college/major

    6. fksemik 22 Sep 2025
      research on stress associated with emotional intelligence using the Bar-On and SISCO inventories revealedthere is a strong association between both variables in populations of young health science studen

      Types of research done

    9. fksemik 22 Sep 2025
      eductive method, being of basic/substantive type. Due to the nature of thestudy, a correlational level was chosen because of the need to establish the relationship between the variables 'timemanagement' and 'academic stress'. The design used was non-experimental due to the fact that the variables were notmanipulated; the description and explanation of the phenomenon was pursued, so it was a transversal study

      Methodology of the research/how it was conducted

    10. fksemik 22 Sep 2025
      1) 'Stressors', areunderstood as presumed academic activities that produce conflict and, if not properly managed, are a source of stress;(2) 'symptoms of stress', which are associated with exposure to emotional disaster, with indicators of reactions at apost-traumatic level, which could affect the individual for a considerable period of time, generating symptoms suchas depression, anxiety, aggressive behavior and conduct, among others, and (3) 'coping', which refers to the qualityof response that the individual develops to stressors in order to avoid stages of crisis, so that the subject strives tocontrol his emotions as well as his behavior

      Stressors cause pressure, symptoms show how stress affects a person, and coping is how they try to deal with it.

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    files.eric.ed.gov/fulltext/EJ1281218.pdf