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Cemaloğlu, N ve Filiz, S. “The Relation Between Time Management Skills and

Academic Achievement of Potential Teachers” Educational Research Quarterly, 33 (4)
3-23 (2010)

The Relation Between Time Management Skills and Academical Achievement of

Potential Teachers

Necati Cemaloğlu Sevil Filiz

Gazi University

Abstract

The aim of this study is to determine the relationship between the time management skill and
academical achievements of the students who are the potential teacher and studying at the
faculties of education. The research was conducted in 2007-2008 academic term among 849
graduate students studying at Faculty of Education of Gazi University. ‘Time Management
Questionnaire’ was used in the research. The results of the research were analysed by using
arithmetical mean, standard deviation, simple correlation and regression analysis techniques. As a
result of the research it was determined that the students are making time planning utmost and the
time traps are at the lowest level; the success of the student is over the general success; there is a
meaningful and positive relation between time planning and time traps and the academical
achievement of the students; there is a low and positive relation between time keepings and
academical achievement of the students; there is a meaningful and average relation between the
time management of the students and the academical achievement of the students; the relative
importance order of the predictor variations on academical achievement according to the
standardized regression coefficient is arranged as time traps, time planning and time attitude; each
of three variation has an important predictor effect on the academical achievement of the students.

Key words: Time management, academic achievement, potential teacher,

Introduction

The researches carried out related to the academical achievement of the university
students show that the academical achievements of the students are affected by many
factors. In particular, it is asserted that the variations such as the studying skills,
motivation, the features of the universtiy lecturers, the ways in which the students prepare
themselves for the exams, exam anxiety, the teaching methods and techniques of the
university lecturers, classroom ambient, the attitudes of the students towards the faculty,
discipline and branch have an effcient role on the academical achievement of the students
(Demirtaş & Özer, 2007; Bay, et. al., 2005; Erdul, 2005; Latif et. al., 2005; Sırmacı,
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2003; Misra & Mckean, 2000; Alay, 2000; Campbell & Svinson, 1992; Mpofu, et. al.,
1996; Britton & Tesser, 1991; Macan et. al., 1990; Erdem, et. al., 1998 ).

According to the researches carried out in the domain it was found that there is a relation
between the time management skills of the students and the academical achievement of
the students and the students who can manage the time best have highest academical
achievement (Bost, 1984; Britton & Tesser 1991; Macan et. al., 1990; Bee & Ronaghy,
1990; Smith, 1998; Baltas, 1994; Mpofu, et al:, 1996; Misra & Mckean, 2000; Bay,
Tuğluk & Gençdoğan, 2005; Demirtas & Özer, 2007). It is asserted that there are some
limitations of these researches related to their methods, sampling groups, analysis
techniques applied and the scales used in measuring time (Britton & Tesser, 1991).

The attendance of the students to the courses, homeworks, projects, the marks they take
from mid-term exams and final exams are used as the criterion while the academical
achievement level of the students are being evaluated (Macan et. al., 1990; Swick, 1987;
Mpofu et. al., 1996). For example, one term is 14 weeks at the universities in Turkey.
According to the directive of the universities related to the course passing and discipline
rules each student has the right not to attend to 30% of the course he/she is enrolled. The
student who does not attend to the course more than 30% is assumed as unsuccessful. The
students have to attend to the course on time, complete and submit the projects and
homeworks on time, enter the mid-term and final exams in the time previously
determined and be successful. Britton and Glynn (1989) assert that the effective time
planning of the students, not falling into time spending traps and attitudes towards time
are very important to have success at universities. As it is seen the students should have
ability to use the time effectivly in order to have success in universities.

As it is seen, it is suggested that one of the variations affecting the academical

achievement of the students in universities is the time management skills of the students.
In this research, first of all, the academical achievement of the university students and the
relations between this achievement and time management skills of the students are
determined. The findings of this research are very important to analyse the factors
affecting the academical achievement of the university students in general and the
university students who are the potential teachers in particular. Achieveing the efficient
time management in university years is very important for successfully exercising their
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profession in teaching process. This is due to the fact that a teacher plans the activities to
be done during the education term. The teacher makes appropriate preparations for the
activities planned. The teacher prepares the suitable materials and documents. The teacher
attends the course on time and completes the course on time. The teacher teaches in the
way planned and feels the responsibility to teach the subjects on the schedule to the
students during the education term. The professional success of a teacher who could not
achieve the time management skill will be very low in this process. In consequence that
teacher will be a negative model for the students and the academical achievement of the
students will decrease. The description of the relationship between the academical
achievement of the university students and some variations will form a database for the
education of the potential teachers in an efficient and sufficient level before being
teachers and the applications of the vocational retraining when they are appointed as
teachers. From this point of view the determination whether the relationship between the
time management skills of the potential teachers and academical achievement is the
meaningful predictor of their academical achievement or not will be the subject of this
research. It is thought that the findings of this research may directly affect the teacher
education programmes, process and applications.

Purpose

The purpose of this research is to determine the relationship between the time
management skills and the academical achievement of the students studying at faculties of
education of universities.

The answers to the following questions were sought in order to achieve this purpose.

1. What is the distribution of the relationship between the subtitles of the time
management (time planning, time attitude and time traps) and academical
achievements of the potential teachers studying at education faculties?
2. Is there any meaningful relationship between the subtitles of the time management
(time planning, time attitude and time traps) and academical achievements of the
potential teachers studying at education faculties?
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3. Is there any meaningful predictor of the subtitles of the time management (time
planning, time attitude and time traps) and academical achievements of the
potential teachers studying at education faculties?

Conceptual Framework

Time Management

The time management is defined as the efficient use of the all resources regarding
achieving the described purposes, works and activities in a time period of which the
beginning and end are determined (Akatay, 2003). Time management requires using a
time period in the most effective way, controlling the time and determining the priorities
(Efil, 2000).

Time management is the effort to use the time that is an important resource in order to
achieve the purposes, in an efficient way. The purpose of the time management is not to
increase the limited time but to increase the quality of the activities carried out in that
limited time (Erdem & others,1998). Time is a limited resource that we have as the other
resources. Everybody has 24 hours in a day and 7 days in a week. People cannot save,
lend or change the time by no means. In this case it is the best to use the time in the most
efficient way (Scoot, 1995). Everything at every level from the most simple activitiy to
the most complex ones is planned, implemented, developed and assessed in time (Can,
2000). Then, the lack of time is the most important obstacle to use the time at university
for the students who cannot use the time resource in an efficient way.

Time Planning

Time planning is one of the most important element of efficient time management. The
best planning of the time means the determination of the purposes and priorities in fact
(Can, 2000). The time management and the time planning approaches can be accepted as
the integral feature of the individual who wants to be efficient in every phase and activity
of life. Due to this reason, the students should determine purposes and methods and make
time planning for short, mid and long terms. It was identified in the research that the
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students are studying by planning their studies but they cannot realize those plannings and
they are worried about what to do when they cannot realize their plannings (Can, 2000).
When the social, economical and cultural environment of university is taken into
consideration the importance of having efficient time management skill of the students in
order to determine when and what to do is well understood. The universtity students are to
complete more complex activities and acquire the fundamental knowledge and skills
related to the profession they will have in the future. From this point of view it must be
thought that the need of the students to have academical achievement and take place in the
social life is in proportion to use the time in the best way and have the time management
skills (Garcia-Roz et. al., 2004; Trueman & Hartley, 1996; Erdul, 2005; Demirtaş &
Özer, 2007).

Time Traps

The obstacles or interruptions to use the time in an efficient way show the time trap
reality. When the student do not make time planning this situation causes to meet time
traps. The instability, unresponsibility, uncertainity of the purposes, not to determine the
priorities, distruction, postponement, thinking about details are among those traps (Efil,
2000). The time traps in every field of life are one of the most important enemies in the
time management. Especially it is very essential for the university students to use the time
in an efficient way. However, there are many obstacles which prevent the university
students from the use of time. The use of time in an efficient way by the students depends
on the determination of the problems or time traps that prevent them from using the time.
In the research conducted by Örücü et al., (2007), Kocabaş and Erdem (2003), they
identified that there are many factors affecting the university students in spending their
time and watching tv, listening to radio, sleeping problems and unnecessary chattings are
among these factors.

Time Attitudes

It should be answered the question ‘What is attitude?’ first in order to understand the time
attitude concept. Thurstone (1959) defines the attitude as the positive or negative intensity
order and degree towards a psychological object. Wagner defines the attitude by including
three elements such as to act against an object, asses one individual and the composition
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of the sensory, cognitive and behavioral element suitable to the knowledge of the
individual (Akt. Gable, 1986). Ülgen ( 1994) defines the attitude as a phenomenon that is
acquired by learning, leads the behaviors of the individual and causes the non-
objectivitism in the decision process. The common features of these definitions are that
the attitude is acquired by learning and it is an assessment, behavior and tendency towards
an object and it includes the sensory, cognitive and psychomotor behaviours. If we
assume the time as an object we can define the time attitude in this research as it is the
tendency of the conscious and conception in the use of time.

The time attitudes of the students are the behaviours related to pay attention to the time
planning and spare more time for the activities planned. These behaviors are acquired in
the family first and then taught by the teachers and friends at primary and secondary
schools in the future years. According to Balcı (1990) the efficient use of time both
decreases the anxiety and increases the success. The efficient use of time is possible by
developing positive attitude against the time management. Especially the university
period is very important in developing the attitudes related to conscious to use the time in
an effcient way. One of the missions of universities is to have the students acquired this
conscious. However, the research results show that the students cannot use the time
efficiently but they only spend time (Latif et. al., 2005). In the research carried out by
Macan (1990) it was stated that the students developing positive attitude to the time
management can use their performance best and because of this reason they face with low
role confusion. Misra and McKean (2000) determined the relationship between
academical stress, anxiety, time management and free activities and as a result of the
regression analyses they determined that some part of the academical stress is related to
the time management perception and attitudes.

Academical Achievement

Turkish education system is focused on academical achievement and the attendace of the
student to the university is the most important purpose. The evaluation of the academical
achievement begins in the first years of the primary school and continues in the secondary
school. Most of the students go to the courses and take private course supports in addition
to the schools in order to increase the academical achievement. In the primary and
secondary school in the Turkish education system the exams are held related to the
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courses in each education term. The points of these exams determine the academical
success of the students and these evaluations are documented with reports given to the
students at the end of the term. There are universities giving education in term system or
year system in higher education. In these universities mid-term and final exams are made
for each course and the points of these exams determine the academical achievement of
the students. So, the attendance to the courses and the all activities included in the courses
are the base to increase the academical achievement. It is suggested that the academical
achievement is related to many factors affecting the students. It is foreseen that
academical achievement is related to the intelligence, capability, essential character,
personality, family features, the features of the schools, studying habits, self-respect,
anxiety about exams and time management (Eski, 1980; Özgüven, 1974; Can, 1992;
Güngör, 1989; Öner, 1990; Demir, 1990; Wim &.Henk, 1995; Macan, 1996; Alay, 2000).
The predictors of the academical achievement were tested in most of these studies and it
was found that the academical achievement is predicted by exam anxiety, social support,
family support and gender.

Method
Research Method

This research is in relational scanning model. The relational scanning model is the
research model aiming to determine the degree or the existence of changing at the same
time between two or more variations (Karasar, 1999: 81).

Field

The field of the research is Gazi University, Faculty of Education. There are total of 9574
students studying in 31 disciplines during the 2006-2007 academic year in Faculty of
Education at Gazi University. 3387 of these students are male students and 6187 of these
students are female students. 7028 students are studying during the day and 2546 students
are studying at nights.

Sampling
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The research group applied the research survey to a small pilot group including 65 people
in order to determine the sampling size. Shapiro-Wilk Test was applied in order to
determine whether the values gained from 65 people show a normal distribution or not. It
was determined that the result of the test is not meaningful [W (52) = ,989 p>.05]. In other
words it was determined that the data collected show a normal distribution. According to
this result it is assumend that the sampling size can be computed with the distribution
gained from the selected pilot group. As a result of the countings done within group
including 65 individulas the standard deviation value of the pilot group was determined as
S= 14,59. This value was rounded and completed to 15. The research group determined
1,96 (z) value as the compensation of 95% reliability level in the choice of sampling. In
the estimate to be done in the field (e) value was taken as 1 since only %1 deviation from
the actual situation of the field may be accepted. The known values were formulated as
followings.

 zxss  2  1,96 x15  2

n=   n=   n= 865
 e   1 

865 students, who were selected for sampling, were reselected according to the rate of the
number of the students studying in the disciplines in the Faculty of Education at
University of Gazi to the field. The research survey was applied to 865 students. 594
questionnaries returned. The return rate of the questionnaries is 69%. This rate is an
acceptable value for the research depending on the questionnaries.

Data Collection Tools

The ‘Time Management Questionnaire” that was developed by Britton and Tesser (1991)
was used in the research as the data collection tool. This tool was translated into Turkish
by Alay and Koçak (2002). Alay and Koçak (2002) applied Time Management
Questionnaire to 361 students who study at Middle East Technical University and take
elective subjects. The data were subjected to ‘Fundamental Components Factor Analysis’
in order to determine the subtitles of the Time Management Questionnaire and it was
determined that the questionnaire has 3 subtitles. ‘Time Planning’ (item 16) is the 1st
subtitle, ‘Time Attitudes’ (item 17) is the 2nd subtitle and ‘Time traps’ (item 4) is the 3 rd
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subtitle. The Likert type Time Management Scale 5 was used in the research. 1 means
‘Never’, 2 means ‘Rarely’, 3 means ‘Sometimes’, 4 means ‘Often’ and 5 means ‘Always’.

Alay (2000) calculated the Time Management Questionnaire factor structure and load
values. The items of which factor load value is 35 and more were included in the
questionnaire. Any item was not excluded from the questionnaire. It was found that the
questionnaire items were collected under 3 subtitles included in the original of the
questionnaire. Then, the cronbach alpha coefficient of the questionnaire was calculated
and the values related to each subtitle are as followings: Time planning (16) α = ,88 Time
attitude (7) α = ,66 Time traps (4) α = ,47 and it was found that the cronbach alpha value
of total items is α = ,87.

The research group revised the Turkish version of the Time Management Questionnaire
and re-translated into English. English and Turkish versions were examined by three
discipline specialist and the linguistic mistakes were corrected. The questionnaire was
applied to a group including 65 people. As a result of this pilot application it was found
that the factor load values are arranged between 21 and 68, the items are collected under
three subtitles and the total variation explanation rate is 45,816. The cronbach alpha
values are shown in Table 1.

Table 1. The Cronbach Alpha Coefficient of the Time Management Questionnaire

Cronbach Alpha
Subtitles Item number
N= 65
Time planning 16 ,89
Time attitude 7 ,67
Time traps 4 ,56
Total 27 ,87

The dependent variable of the research is the academical achievement of the students.
‘The Course Passing and Exams Directive’, that was applied by Gazi University, was
taken as the base while the academical achievement of the students were being evaluated.
In this system the points are calculated through 100 points and the academical average of
each term are turned into quadrant system. The academical achievements of the students
were calculated by taking the academical success of each term during 10 terms. The
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academical achievement points of the students related to each term were summed
according to the declaration of the students.

Data Analysis

The data that was collected with questionnaire was transfered into SPSS 11. (Statistical
Packet for Social Sciences) program. The techniques such as frequency (f), percentage
(%), arithmetical average ( x ), range, standard deviation (S), pearson moments multiply
correlation coefficient (r) and multi-regression analysis (R) were used in the data analysis.

Findings

The descriptive findings of the research were shown in Table 1.

Table 1. The distribution related to the time management and academical achievement of
the students

Variables n Range Minimum Maximum M SD

Time planning 513 59 21 80 50,61 10,87
Time attitudes 575 22 12 34 22,84 3,73
Time traps 581 16 4 20 13,79 3,03
Total time management skill 498 73 49 122 87,36 13,60
Academical achievement 484 2,35 1,65 4 2,89 ,44

When Table 1 is analysed it is seen that the students experience the time planning in the
highest level (M=50,61) and time traps in the lowest level (M=13,79). The most
homogeneous evaluation is in the subtitle of the time traps (SD=3,03) and the most
heterogeneous evaluation is in the subtitle of the time planning (SD=10,87). The highest
range value in the distribution is the time planning and the lowest range value in the
distribution is the time traps. The academical achievement of the students related to the
terms is (M=2,89) level in 4.00 point system. It can be suggested that the proficiency
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level of the students related to the time planning is low and the information level of the
students related to the time traps is high and normally over the student success average.

The correlation distribution of the subtitles of the time management skills of the students
and the student achievement is shown in Table 2.

Table 2. The distribution of the relationship between the time management skills and the
academical achievement of the students

1 2 3 4 5
1. Time planning - ,351** ,182** ,930** ,182**
2. Time attitude - ,279** ,610** ,083
3. Time traps - ,425** ,306**
4. Total time management skill - ,221**
5. Academical achievement -
**Correlation is significant at the 0.01 level (2-tailed).

When the distribution of the relationship between the time management skills and
academical achievement of the students is analysed in Table 2 it is seen that there is a [r=
,182 p<.01] relation between time planning and academical achievement and there is a
meaningful [r= ,306 p<.01] relation between time traps and academical achievement.
According to this result it can be said that the more the students are aware of the time
planning and time traps the more the academical achievement of the students increases.
When the determination coefficient (r2 =,033 r2= ,09) is taken into account it can be
suggested that 3% and 9% of the total variation of the student success may be caused
because of the time planning and time traps. There is a positive and null relationship
between the time attitudes and academical achievement ofthe students [r= ,083 p>.01].
There is a positive and meaningful relationship between the time management sklls and
academical aachievement of the students [r= ,221 p<.01]. When the determination
coefficient (r2 =,04) is taken into account it can be suggested that %4 of the total variation
of the student achievement is caused from the time management skills. In another words,
it can be expressed that the time planning and time traps are very effective on the
academical achievement of the students and the time attitude does not affect the
academical achievement of the students at the same level as the time planning and time
traps do. The academical achievement of the students, who usually plan the time effective
and not fall into time traps, increase.
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Table 3. The Results of the Multi-Regression Analysis related to the Prediction of the
Academical Achievement of the Students
Variable B Standard β t p Dual Partial
Error B r r
Steady 2,200 ,15 - 14,20 ,00 - -
1. Time planning -3,686 ,00 -,87 -4,79 ,00 ,18 -,23
2. Time attitudes -5,494 ,01 -,46 -5,30 ,00 ,03 -,25
3. Time traps 4,376 ,00 1,32 6,07 ,00 ,22 ,290
R=,339 R2=,115
F=(3-401)= 17,341 p<.05

The regression analysis results related to the prediction of the academical achievement of
the students according to the time planning, time attitudes and time traps varibles are
shown in Table 3. When the dual and partial correlation between the predictor variables
and the predicted variation is analyzed, it is seen that the correlation between the time
planning and the academical achievement of the students is (r=,18) however when the
other variables are controlled it is seen that the correlation between two variables is
computed at negative and low level ( r=-,23). It is seen that there is a positive and low
relationship between the time attitudes and the academical achievement of the students
(r=,03) however when the other variables are controlled it is seen that the correlation
between two variables is computed at negative and low level (r=-,25). It is seen that there
is a positive and low relationship between the time traps and the academical achievement
of the students (r=,22) however when the other variables are controlled it seen that there is
a positive and low relationship (r= ,29). There is an average and meaningful relationship
between the time planning, time attitudes and time traps and the academical achievement
points of the students (R= 0,339, R2=,115 p<.01). The three variables mentioned and the
total of the academical achievement explain approximately 12% of the variation.
According to the standardized regression coefficient (β ), the relative importance order of
the predictor variables on the academical achievement is the time traps, time planning and
time attitudes. When t test results are analsed related to the meaning of the regression
coefficient it is seen that ecah three variables are very effective predictor on the
academical achievement of the students. According to the regression anaysis results the
regression equation related to the prediction of the academical achievement is as
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followings: Academical achievement = 2,200 + 4,376 time traps - -5,494 time attitudes +
-3,686 time planning

Graphic. 1. The Regression Graphics Related to theAcademical Achievement and Time

Planning, Time Attitude and Time Traps
1,5 1,5

1,0 1,0

,5 ,5

Achievement
Achievement

0,0 0,0

-,5 -,5

-1,0 -1,0

-1,5 -1,5
-40 -30 -20 -10 0 10 20 30 -20 -10 0 10 20

Time Planning Time Attitudes

1,5

1,0

,5
Achievement

0,0

-,5

-1,0

-1,5
-20 -10 0 10

Time Traps

When Graphic 1 is analysed it can be said that the spread diagram, that was formed for
the standardized remain values and the standardized prediction values, describes a linear
relationship and the points tend to be collected around an axis. It can be also said that the
histogram and normal distribution curves, that were formed for the standardized predicted
values, show an approximately normal distribution. It can be suggested that there is a
positive and linear relationship between the time planning, time attitudes and time traps
and the academical achievement.
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Conclusion and Discussion

As a result of this research it was determined that the students mostly experience the time
planning and their time traps experience level is very low, the most homogeneous
evaluation is made in the time traps and the most heterogeneous evaluation is made in the
time planning; the academical achievement of the students is over the average
achievement; there is a positive and meaningful relationship between the time planning
and time traps and the academical achievement of the students; there is a positive and low
relationship between the time attitudes and the academical achievement of the students;
there is an average level and meaningful relationship between the time management skills
of the students (time planning, time attitudes and time traps) and the academical
achievement of the students; according to the standardized regression coefficient the
relative importance order of the predictor variables on the academical achievement of the
students is respectively the time traps, time planning and time attitudes; each of three
variables is a very important predictor on the academical achievement of the students.

In this research, it was found that the students mostly experience the time planning and
their experience in time traps is very low. The results of the studies of Ros Garcia et al.,
(2004), Latif et al., (2005), Demirtaş et al., (2007), Britton and Tesser, (1991), Truman
and Hardley (1996), Mpofu et al., (1996), Sırmacı (2003), Könihg and Keleinman (2007),
Alay (2000) also support the result of this research. This is because the students are
acquired the effective time planning, especially the time planning in short, mid and long
term behaviour since the primary school years. When the succes of these students in the
exams, compared to their peers, is taken into consideration it may be stated that they are
sufficient in the time planning. However, some of the activators of the university
environment show that the students cannot manage the time effectively although they
plan the time effectively and they can easily fall into the time traps.

In the research, it was understood that the students make the most homogeneous
evaluation in the time traps and the students make the most heterogeneous evaluation in
the time planning. The results of the studies of Ros Garcia et al., (2004), Latif et al.,
(2005), Demirtaş et al., (2007), Britton and Tesser, (1991), Truman and Hardley (1996),
Sırmacı (2003), Könihg and Keleinman (2007), Alay (2000) support the results of this
research. The reasons of this differentiation of this result may be that the students grow in
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different environments, their families and cultures are different and their common
component in the university, means the time traps, is the same and this may cause a
homogeneous evaluation.

In the research it was determined that the academical achievement of the students is over
the general average. This is in compliance with the expectations. The results of the studies
of Ros Garcia et al., (2004), Latif et al., (2005), Demirtaş et al., (2007), Britton and
Tesser, (1991), Truman and Hardley (1996), Sırmacı (2003), Könihg and Keleinman
(2007), Alay (2000) support the results of this research.

In the research, it was determined that there is a positive and meaningful relationship
between the time planning and time traps and the academical achievement of the students
and there is a positive and low relationship between the time attitudes and the academical
achievement of the students. The results of the studies of Ros Garcia et al., (2004), Latif
et al., (2005), Demirtaş et al., (2007), Britton and Tesser, (1991), Truman and Hardley
(1996), Sırmacı (2003), Könihg and Keleinman (2007), Alay (2000) support the results of
this research. These results are in compliance with the expectations. Because it is
expected that the student who effectively plan the time should not fall into the time traps.
At the same time, it is expected that the academical achievements of the students who do
not have a positive time attitude should be low. In research done by Macan (1990) it was
stated that the university students who have a positive attitude towards the time planning
can use their performance best and because of this reason these students experience low
role confusion.

In the research, it was determined that the time traps, time planning and time attitudes are
the important predictors on the academical achievement of the students. The results of the
studies of Ros Garcia et al., (2004), Latif et al., (2005), Demirtaş et al., (2007), Britton
and Tesser, (1991), Truman and Hardley (1996), Sırmacı (2003), Könihg and Keleinman
(2007), Alay (2000) support the results of this research. McKean (2000) determined the
relationship between the academical stress, anxiety, time management and the free
activities and as a result of the regression analysis done it was determined that some part
of the academical stress is related to the time management perception and time attitudes.
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The results of this research show that the time management skill is very effective on the
academical achievement of the students such as other variables and the academical and
professional achievement of the students may be higher when the special features of the
students (intelligence, eductaion of the family, social and economical levels, social
environment) are supported with the effective time management.

References

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selected university students”. Unpublished master thesis, Middle East Technical
University, Ankara, Turkey.
Alay, S., & Koçak, S. (2002). Validity and reliability of time managemen questionnaire.
Hacettepe University, Review of Faculty of Education, 22, 9–13.
Alay, S., & Koçak, S. (2003). Üniversite öğrencilerinin zaman yönetimleri ile akademik
başarıları arasındaki ilişki. [The relation between the time management and the
academical achievement of the university students]. Kuram ve Uygulamada
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