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Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go.

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Title: Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go.
Authors: Wolters, Christopher A. (AUTHOR), Brady, Anna C. (AUTHOR), Lee, Hyun Ji (AUTHOR)
Source: Educational Psychology Review. Jun2025, Vol. 37 Issue 2, p1-41. 41p.
Abstract: Personal organization, productivity, and efficient use of one’s time represents one of the most ubiquitous and popular subjects within the self-help media marketed to general audiences. Consistent with this view, researchers have established that increased or more effective time management is predictive of improved well-being and performance within student populations. Within the framework of self-regulated learning, students’ achievement motivation stands out as a critical factor viewed as essential to understanding their time management. Nevertheless, a robust understanding of the theoretical relations that link motivation and time management thus far has escaped thorough scrutiny. Most notably, a dedicated consideration of the research linking motivation and time management has not yet been undertaken. Our overall purpose was to address this absence by synthesizing theoretical perspectives and evaluating empirical evidence linking achievement motivation and time management and by providing a guide for future research. In line with this overarching goal, we first review the conceptual understanding of time management and how it fits with achievement motivation within the framework of self-regulated learning. Next, we conduct a critical evaluation of empirical evidence regarding the connection of time management and core constructs drawn from five prominent models of achievement motivation. Finally, we draw broader conclusions and map out key directions for researchers and practitioners interested in motivation, time management, and their relations within academic contexts. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. Jun2025, Vol. 37 Issue 2, p1-41. 41p.
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  Data: Personal organization, productivity, and efficient use of one’s time represents one of the most ubiquitous and popular subjects within the self-help media marketed to general audiences. Consistent with this view, researchers have established that increased or more effective time management is predictive of improved well-being and performance within student populations. Within the framework of self-regulated learning, students’ achievement motivation stands out as a critical factor viewed as essential to understanding their time management. Nevertheless, a robust understanding of the theoretical relations that link motivation and time management thus far has escaped thorough scrutiny. Most notably, a dedicated consideration of the research linking motivation and time management has not yet been undertaken. Our overall purpose was to address this absence by synthesizing theoretical perspectives and evaluating empirical evidence linking achievement motivation and time management and by providing a guide for future research. In line with this overarching goal, we first review the conceptual understanding of time management and how it fits with achievement motivation within the framework of self-regulated learning. Next, we conduct a critical evaluation of empirical evidence regarding the connection of time management and core constructs drawn from five prominent models of achievement motivation. Finally, we draw broader conclusions and map out key directions for researchers and practitioners interested in motivation, time management, and their relations within academic contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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