استراتژی هایی برای موفقیت در آموزش و پرورش : مدیریت زمان برای دانش آموزان کالج پاره وقت نسبت به دانش آموزان تمام وقت، مهم تر است
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|6586||2012||6 صفحه PDF||سفارش دهید||4310 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Learning and Individual Differences, Volume 22, Issue 5, October 2012, Pages 618–623
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.
Comprehensive meta-analyses have established that academic success is best predicted by cognitive ability and the personality trait of conscientiousness (O'Connor and Paunonen, 2007, Poropat, 2009 and Trapmann et al., 2007).1 However, this research has rarely focused on community college students (Townsend, Donaldson, & Wilson, 2004). In addition, little research has focused on part-time students, or the ways in which the trajectory for success may differ for part- versus full-time students (Williams & Kane, 2010). We aimed to address these poorly understood areas of research by considering how noncognitive constructs predict academic success within a community college sample, and whether such pathways differed for part- versus full-time students. In addition to the Big Five personality factors, we also considered the role of time management. Our broad goals were to determine whether: (a) The prediction of academic achievement from conscientiousness and from time management generalizes to the community college sector; (b) time management mediates the conscientiousness–achievement relationship; and (c) the positive benefits of time management are stronger for part- versus full-time students.
نتیجه گیری انگلیسی
This study demonstrates that conscientiousness is as important in community colleges as it is in high school and college, and elaborates on a potential mechanism by which conscientiousness predicts academic outcomes: Time management. The behavioral manifestation of high conscientiousness is the effective use of time management strategies. Conscientious students are more likely to regulate their own learning through time management, and it is these tendencies that relate to academic outcomes. In addition, these factors are particularly important for part-time students, demonstrating that noncognitive constructs may have an important role to play in lifelong learning.