References Data Base Study Design Participants/Country Key Conclusions

Source

[1] Trueman & Hartley Web of Comparative Study (N=293 first-year university The students were divided into three age groups: traditional-entry
(1996) Science student/UK) students - aged less than 21 years (N = 172); borderline mature
students - aged 21–25 years (N = 50) and older mature students -
aged more than 25 years (N = 71)

The analyses indicated (i) that women students in general reported

significantly greater time-management skills than did men students,
and (ii) that the older mature students reported significantly better
time-management skills than did the other two groups.

Academic performance, however, was only modestly predicted by

age and scores on one component of the time-management scale.

[2] Larson, Richards,

Sims & Dworkin (2001) Scopus Cross-cultural comparison (N=253 urban African These youth were found to spend less time in school than other
study American por and middle class postindustrial adolescent populations.
5th-8th graders/USA)
They spent no less time doing homework than White suburbans US
young adolescents.

They spent large quantities of time at home and with their families,
comparable to rates for young adolescents in a society with
collectivist values.

Amount of time in schoolwork did not differ by grade.

[3] Davies, Stock & Web of Two-group within-subjects (N=20 adults with mental Achieving greater independence for individuals with mental
Wehmeyer (2002) Science design retardation)/USA retardation depends upon the acqui- sition of several key skills,
including time-management and scheduling skills. The ability to
perform tasks according to a schedule is essential to domains like
 independent living and employment.

The results of that study supported the hypothesis that using an

automated schedule prompting system could increase the ability
of individuals with mental retardation to initiate scheduled
activities independently and at appropriate times

[4] Covic, Adamson, Scopus Controlled Study (N=154 undergraduate Areas of weakness in studens were the use of basic time management
Lincoln & Kench (2003) students)/UK) devices (e.g. use of a diary and making lists).

[5] Sansgiry, Kawatkar, Scopus/ Web Correlational Study (N=244 university Academic progression may not positively influence time
Dutta & Bhosle (2004) of Science students)/USA) management and study strategies.

[6] Nonis, Philhours & Web of Correlational Study (N=288 university students/__) The results of this study indicate that performance may be a function
Hudson (2006) Science of a combination of variables that includes not only study time
outside class and working but also other time-use variables, such as
time at the computer, time spent watching TV, and time in other
forms of entertainment.

Getting students to evaluate how they spend their time as well taking
study-skills courses or attend orientation sessions that emphasize and
teach effective time-management techniques. could help students to
manage their academic time.

[7] Kirby, Silvestri, Scopus/ Web Exploratory Study (N=112 college and university Time management is one of the learning strategies used by students
Allingham, Parrila & La of Science students)/Canada) with dislexia as consequences of and compensations for the
Fave (2008) difficulties they have in word reading.

[8] Wagner, Schober & Scopus/ Web Experimental Study (N=Study 1. 332 middle school Students use the majority of their time to prepare for exams and to
Spiel (2008) of Science students. Study 2. 280 middle complete homework assignments.
 school students)/USA)

[9] Abikoff, Nissley- Web of Experimental Study (N=19 children with The effects of stimulant medication on organizational, time
Tsiopinis, Gallagher, Science ADHD/USA) management, and planning (OTMP) was positive.
Zambenedetti, Seyffert,
Boorady, McCarthy The medication reduced children’s OMTP déficits, and these
(2009) improvements were associates with improvements in ADHD
symptoms.

[10] DiPipi-Hoy, Scopus/ Web Multiple Baseline Design (N=4 adolescents with The effectiveness of a time self-management intervention was
Jitendra & Kern (2009) of Science developmental proved. All four participants increased their performance in
disabilities)/USA) managing time at work from baseline to intervention. Generalization
of the time management skill to a novel environment occured
following intervention.

[11] Deng, G., & Xuan, Scopus Factor Analysis Study (N=3342 university Internet addiction could be explained by four factors: one of them is
Y. (2009) students)/China) time management skills.

[12] Pottinger, La Hee Scopus Comparison Group Study (N=165 university students with Students’ability to magage their time, was singled out as important
& Asmus (2009) hidden disabilities)/Jamaica) for obtaining good grades.

Social and academic adjustement of students with hidden disabilities

could be improve targeting on time management skills.

[13] Liu, Rijmen, Scopus/ Web Factor Analysis Study (N=814 middle-school Meeting Deadlines and Planning explain the variance for this age
MacCann & Roberts of Science students)/USA) group.
(2009)
Females score significantly higher on time management skills.

[14] Eldeleklioglu, Scopus Correlational Study, t tets (N=186 university students)/__) A positive relationship was found between psychological well-being
Yilmaz & Gültekin
 (2010) and one way Anova and time planning.

[15] Green, Hughes & Web of Case Study (N= 1. A Young Adult Famele Time management is a crucial area that must be addressed in the
Ryan (2011) Science with and Intellectual effort to equip adults with the skills necessary to achieve
Disability)/USA independence, success in employment, and improved quality of life.
Lack of effective time management skills may hinder an individual’s
ability to gain and maintain successful employment and to live
independently.

Results indicate that the vibrating watch was an effective piece of AT

that received a high satisfaction rating.

[16] Marrs & Sigler Web of Comparative Study (N=650 university Women scored significantly higher than men did on Deep Approach,
(2012) Science students/USA) Achieving Approach, Motivation, Self-Testing, use of Study Aids,
and Time Management. Effect sizes ranged from small to medium.

[17] Abikoff, Gallagher, Web of Comparative Evaluative (N=158 children with Skills-based treatment was more efficacious than a performance-
Wells, Murray, Huang, Science Study ADHD/USA) based intervention for only one of nine global measures: parent
Lu, Petkova (2013) ratings of organizational functioning.

The hypothesis that a skills-based approach would result in better

efficacy and maintenance was supported.

Treatment response was similar in medicated and unmedicated

children.

The children were above average in intellectual functioning, with a

mean IQ of 111, and parents were predominantly highly educated. It
is unknown whether similar results would be obtained with
youngsters with lower mean IQs or with families with lower levels of
 parental education.

[18] Lewandowski, Web of Comparative Study (N=220 private university There were no significant differences between groups on age, year in
Gathje, Lovett & Science students/USA) school, Verbal SAT score, or ethnicity, although the proportion of
Gordon (2013) Caucasian students was 83% for the ADHD group and 59% for the
peer group.

Contrary to their predictions, they found no differences between

groups on any of the reading tests. Students with ADHD
demonstrated comparable reading speed, word recognition,
vocabulary, and comprehension to that of the peer group. They also
attempted as many items as peers on each timed task and spent the
same amount of time as peers reading passages.

Interestingly, the only significant differences in the study involved

the student self-perceptions. Even though they did not perform
differently, students with ADHD perceived themselves as being
slower readers and inferior test takers. They also expressed more
anxiety about taking timed tests

[19] Meeuwisse, Born & Scopus
Severiens (2013)
Exploratory Study (N=48 university As regards time managament behaviour, ethnic majority students
students)/USA) appeared to have a stronger preference for organisation than ethnic
minority students. No differences between ethnic groups were
revealed in setting goals and priorities (e.g. setting deadlines) and
mechanisms of time management (e.g. making to-do lists).

Daily time use also appeared to be the same for both ethnic groups.
 [20] Rogers (2013) Web of Cluster analysis (N=826 secondary school/UK) The analysis revealed six distinctive groups with differences in the
Science use of metacognitive, effort-management, time-management and
study strategies.

One of the clusters displayed poor time management strategies, use

of planning and organisational strategies.

A broad range of young adolescents with ADHD can benefit from

[21] Langberg, Becker, Web of Evaluative research (N=23 middle-school students organizational skills interventions.
Epstein, Vaughn & Science with ADHD/USA)
Girio-Herrera (2014)

[22] Schatzel, Callahan Web of Binary logistic regression (N=463 former university Those who intend to reenroll are more likely to be members of
& Davis (2013) Science analysis students without a degree with minority groups, youngers, single, and recently laid-off. They hold
intention to reenroll in strong beliefs about the value of education.
College/USA)
Time creates the strongest barriers for adult learners. Time spent in
education after reenrollment itself represent an opportunity cost.

Programs that include time management skills and goal setting

practices, and reinforcing study habits appear to be particularly
appropiate to the need of this subpopulation.

[23] Janesätt, Kottorp & Scopus Randomized Controlled (N=57 middle-school students Findings suggest that organization of materials is a critical
Granlund (2014) Study with ADHD)/USA) component of the homework completion process for students with
ADHD, and an important target for intervention.

[24] Sibley, Altszuler, Web of Validation Study (N=324 middle-school with Parents and teachers offered unique perspectives on the academic
Morow & Merrill Science ADHD/USA) functioning of adolescents with ADHD. According to them,
(2014) adolescents with ADHD displayed problematic academic behaviors
 in multiple daily tasks, with time management and planning deficits
appearing most pervasive.

[25] Bellman, Web of Pilot Study (N=41 college students with The academic coaching services increased the self-confidence,
Burgstahler & Hinke Science disabilities/USA) motivation, and determination to succeed.
(2015)
Participants reported that they gained skills in time management,
studyin, note taking, organization, priorization, self-advocacy, and
stress management.

Results of the pilot iniciative suggest that students with a variety of

disabilities can benefit from coaching relationships.

[26] Dolan, Young, Scopus Grounded Theory Study (N=15 Hispanic college For entering Hispanic nursing students, adjusting time and energy
Cesario & Symes (2015) students)/USA) were essential in the process of arriving at success. Time
management was a significant concern.

[27] Greene & Maggs Scopus Longitudinal Daily Study (N=726 college students)/USA) Time use varied by gender, parental education, and race/ethnicity.
(2015)
More time spent on employement was linked to less time spent on
academics across days and semesters.

Organized activities were associate with less time on academics at

the daily level.

Students may balance certain activities across days.

[28] De Paola & Gioia Web of Experimental study (N=220 university Being exposed to time pressure exerts a negative and statistically
(2016) Science students/Italy) significant impact on students’performance. The effect is driven by a
strong negative impact on females’performance, while there is no
statistically significant effect on males.

Female students expect a lower grade when working under time

 pressure, while males do not.

These findings contribute to explain why women tend to shy away

from jobs and carrers involving time pressure.

[29] Evans, Langberg, Scopus/ Web Randomized Controlled (N=326 students with The after-school program leads to significant benefits for adolescents
Schultz, Vaughn, of Science Study adolescent students with ADHD.
Altaye, Marshall & ADHD)/USA)
Zoromski (2016) Participation in the program was associated with moderate effect size
improvements in organization and time-management skills,
homework problemas, and ADHD symptoms of inattention.

[30] Sauvé, Racette, Web of Descriptive and inferential (N=205 university Among the learning strtategies used by Learning Disability and
Begin & Mendoza Science statistics students/Canada) ADHD students: Time management and stress management seemed
(2016) to be the least used by them.

[31] Awadalla, Hadram, Scopus Cross-sectional study (N=336 secondary Adolescents should be provided to gain skills about effective time
Alshahrani & Hadram school)/Saudi Arabia) management to avoid risky behaviors such as over-gaming.
(2017)

[32] Kuang-Tsan, C., & Web of Descriptive statistic, product- (N=332 university University students reported that their stress of interpersonal
Fu-Yuan, H. (2017) Science moment correlation analysis, students/Taiwan) relationship, stress of self-carreer, family life stress, and time
and multiple regression management influence their life satisfaction.
analysis

The study examined the skills and activities mentors use during their
[33] Giust & Valle- Web of Descriptive and inferential (N=31 university students/USA) weekly sessions with students with intellectual disabilities and
Riestra (2017) Science statistics identifies areas in which mentors may require further support or
training.

Mentors needed ongoing support from transition programs especially

in areas related to encouraging self-advocacy and supporting time
 management.

[34] Persson, Janeslätt Scopus Case Control Study (N=21 children with spina Children with spina bifida had lower time abilities than typically-
& Peny-Dahistrand bífida)/USA) developing children. The low time ability found in childen with spina
(2017) bífida is likely to be an important contributing factor to low
autonomy and independence.

[35] Prevatt, Smith, Web of Evaluative research (N=23 undergraduate and ADHD students reported that the most common goals involved time
Diers, Marshall, Science graduate ADHD college management and academic performance.
Coleman, Vayer & students/USA)
Miller (2017) The primary barriers to task completion were lack of motivation and
poor time management.

[36] Reed, Maureen & Web of Comparative Study (N=147 university students with Students with disabilities who had difficulties balancing their
Kennett (2017) Science disabilities and 347 university multiple roles were less adapted to university.
students without
disabilities/Canada) The time to access accommodations for learning may act as a barrier
to adaptation. Creating university policies around
accommodations for learning would benefit students with
disabilities, and the incorporation of resourcefulness and time-
management into university curriculum would benefit all students.

[37] Siddiqi & Memon Scopus/ Web Chi square independecy Test, (N=160 secondary and high The results seem to prove that internet addiction and time
(2017) of Science t test and One-way Anova school students/Pakistan) management are depend.
Study
The study also reveals that students’ ability of time management has
 a significant impact on their academic performance.

Gender parameter showed no significance.

[38] LaCount, Hartung, Scopus/ Web Pre-postest intervention (N=35 undergraduate students The organizational skills intervention has the potential to
Shelton & Stevens of Science program Study with ADHD) ameliorating ADHD symptomatology and academic impairment
(2018) among college students.

[39] Razali, Rusiman, Scopus Factor Analysis Study (N=400 university The relationships between time management skills and academic
Gan & Arbin (2018) students)/Malaysia) achievement were associated with: time planning, time attitudes and
time wasting. Time planning is the most significant correlated
predictor.

Race and gender of students show no significamt differences in the

time management behaviours.

[40] Wennberg, Scopus/ Web Randomized Controlled (N=38 children wih The largest increase after intervention was in orientation of time and
Janeslätt, Kjellberg & of Science Study ADHD)/Sweden daily time management. Multi-modal interventions for ADHD
Gustafsson (2018) consisting of time-skill training and time-assistive devices improve
time-processing ability in children with ADHD aged 9-15 years.

[41] Breaux, Langberg, Scopus/ Web Regression Study (N=111 middle school ADHD The Homework, Organization and Planning Skills (HOPS)
Molitor, Dvorsky, of Science students)/USA intervention for Adolscents with ADHD was evaluated.
Bourchtein, Smith &
Green (2019) Results highlight the importance of examining individual differences
in school-based intervention studies targeting organization, time
management, and planning. They were improved after de
intervention.
[42] Keptner & Rogers Scopus/ Web Exploratory Study (N=144 university Time managament skills was the most frequent person-level concern
(2019) of Science students)/USA related to occupational performance.

There were no differences in occupational performance across

gender, race/ethnicity, class standing, living environment or work
status.

Fear of failure was higher in the dyslexic students.

[43] Tops, Glatz, Web of Comparison-group design. (N=200 firts-year university Groupxgender interations for motivation, time management and fear
Premchand, Callens & Science Mixed-effects regression students/Belgium of failure, with female undergraduates outperforming their male
Brysbaert (2019) modelling counterparts.

In the case of famele, their knowledge of planning and monitoring

was higher than that of their male counterparts, making them better at
assuring the timely completion of academic tasks and avoiding
procrastination while still being able to include non-academic
activities in their schedules.

The male students were, moreover, less able to apply different and/or
efficient study techniques than the female students. At the same time,
the female students reported more fear of failure
Time management in online courses is very different and students are
[44] Martin, Stamper & Web of Repeated Measures Design (N=177 university expected to be self-disciplined learners who manage their time well.
Flowers (2020) Science students/USA)
Time management competency was rated high for importance
compared to communication competencies.

Students were not confident in time management competencies.

[45] Mukhtar, Arooj & Scopus Cross-sectional Study (N=/ university Results showed significant difference for student’s way of living with
Mukhtar (2020) students)/Pakistan time management skills. Gender parameter showed no significance.

[46] Amida, Algarni & Web of Structural Equation modeling (N=324 university Time management was an important predictor of perceived success.
Stupnisky (2021) Science in R students)/USA) female students showed significantly higher time management than
their male counterparts
[47] Hensley, Kulesza, Scopus
Peri, Brady, Wolters,
Sovic & Breitenberger
(2021)
Experimental study (N=249 university
students/USA)
Students who participated in the Metacognition+TM intervention
experienced greater increases in their exam scores and degree
commitment than those in the baseline intervention. Additionally,
group status moderated the effect of the intervention, as the
Metacognition+TM intervention was especially effective in
increasing use of time management tools by students from
minoritized groups

[48] Reed & Jones Web of Student survey data from (N=112 university Results show large changes in the importance of skills and time spent
(2021) Science both pre- and post-course students/USA) studying during the transition from high school to college.
series

[49] Solanto & Scheres Scopus Comparison-group design (N=18 university students/USA) Repeated measures analyses of change from pre- to posttreatment
(2021) yielded improvement in clinician- and self-ratings of DSM-5 ADHD
inattentive symptoms, with robust effect sizes. Also improved were
scores on standardized scales of time-management, concentration,
and total executive functions.

[50] Tabvuma, Carter- Web of Experimental study design (N=786 university The results suggest that time management training helps students
Rogers, Brophy, Smith Science students)/Canada) work more effectively in online learning environments.
& Sutherland (2021)

Mixed-methods evaluation
[51] Wilson, Joiner & Scopus/Web design and a standardised
Abbasi (2021) of Science questionnaire to compare two
groups of first-year
undergraduate students.
(N=70 university The findings confirm an effect between time-management skills and
students/Australia) academic success that offers substantial savings from fewer lost
students.