In the context of globalization and the continuous development of information technology, the quality of education and the academic achievement of students have become important indicators to measure the success of higher education institutions. However, in the Chinese higher education environment, the specific impact of students' self-management ability on academic achievement has not been fully studied. This study studied the influence of students' self-management ability (including goal setting, study planning, time management and self-reflection) on their academic achievement (GPA). The data were collected by questionnaire survey and analyzed by quantitative analysis method. The results show that there is a significant positive correlation between self-management ability and academic achievement. Specifically, setting clear learning goals, making detailed study plannings, effective time management and improving self-reflection ability can significantly improve students' academic achievement. This suggests that strengthening students' self-management skills, especially in the areas of goal setting and time management, will help improve their learning outcomes and overall academic achievement. This study not only provides valuable reference suggestions for the teaching management of Huanghe Jiaotong University in China, but also provides theoretical basis and empirical data support for further exploring the relationship between self-management and academic achievement of students in higher education. At the same time, the paper also points out the direction of future research, including further validation and extension of the applicability of these theoretical models in different educational contexts.
Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana. University of Botswana Institutional Repository. Retrieved from https://ubrisa.ub.bw/handle/10311/837
Al-Abyadh, M. H. A., & Abdel Azeem, H. A. H. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. Journal of Intelligence, 10(3), Article 3. https://doi.org/10.3390/jintelligence10030055
Bargmann, C., & Kauffeld, S. (2023). The interplay of time management and academic self-efficacy and their influence on pre-service teachers’ commitment in the first year in higher education. Higher Education, 86(6), 1507–1525. https://doi.org/10.1007/s10734-022-00983-w
Dignath, C., Fabriz, S., & Büttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology, 14(1), 77-94. https://doi.org/10.1891/1945-8959.14.1.77
Fentaw, Y., Moges, B. T., & Ismail, S. M. (2022). Academic procrastination behavior among public university students. Education Research International, 2022(1), 1277866. https://doi.org/10.1155/2022/1277866
Galindo-Domínguez, H., & Bezanilla, M.-J. (2021). Promoting time management and self-efficacy through digital competence in university students: A mediational model. Contemporary Educational Technology, 13(2), Article ep294. https://doi.org/10.30935/cedtech/9607
Geng, H., & Wei, H. (2023). The relationship between self-discipline and academic achievement of Chinese undergraduate students in the e-learning environment. Journal of Higher Education Theory and Practice, 23, 112–121. https://doi.org/10.33423/jhetp.v23i14
Järvelä, S., Nguyen, A., Vuorenmaa, E., Malmberg, J., & Järvenoja, H. (2023). Predicting regulatory activities for socially shared regulation to optimize collaborative learning. Computers in Human Behavior, 144, 107737. https://doi.org/10.1016/j.chb.2023.107737
Kadiyono, A. L., & Hafiar, H. (2017). The role of academic self-management in improving students’ academic achievement. In Ideas for 21st Century Education. Routledge.
Kim, Y., Zepeda, C. D., & Butler, A. C. (2023). An interdisciplinary review of self-regulation of learning: Bridging cognitive and educational psychology perspectives. Educational Psychology Review, 35(3), 92. https://doi.org/10.1007/s10648-023-09800-x
Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies. Retrieved from https://openurl.ebsco.com/contentitem/gcd:3308416?sid=ebsco:plink:crawler&id=ebsco:gcd:3308416
Palmer, L., Davis, E., Babcock, G., McCune, M., Stein, N., & Backus, D. (2021). Self-management in multiple sclerosis (MS): Comparing perceptions of need between people with MS, carepartners, and MS providers. Archives of Physical Medicine and Rehabilitation, 102(10), e41. https://doi.org/10.1016/j.apmr.2021.07.582
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97–110. https://doi.org/10.1037/mot0000194
Schippers, M. C., Morisano, D., Locke, E. A., Scheepers, A. W. A., Latham, G. P., & de Jong, E. M. (2020). Writing about personal goals and plans regardless of goal type boosts academic performance. Contemporary Educational Psychology, 60, 101823. https://doi.org/10.1016/j.cedpsych.2019.101823
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94. https://doi.org/10.1207/s15326985ep4002_3
Soares, A. B., Ribeiro, R., Alves, P. R. S. da S., Jardim, M. E. de M., & Medeiros, C. A. C. (2023). Time management: What do university students think about it? Revista de Estudios e Investigación En Psicología y Educación (REIPE), 10(1), 1–14. https://doi.org/10.17979/reipe.2023.10.1.9468
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319–1351. https://doi.org/10.1007/s10648-020-09519-z
York, T., Gibson III, C., & Rankin, S. (2015). Defining and measuring academic success. Practice Assessment, Research & Evaluation, 20.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Tang, D. (2019). Exploration and practice of application-oriented talents training in local universities: A case study of Huanghe Jiaotong University. The Journal of Pioneering with Science & Technology Monthly, 32(3), 86–88.
Wang, P. (2023). Reflections on layered teaching of college English in application-oriented universities: A case study of Huanghe Jiaotong University. Xinkejiao (New Teaching), 32(3), 83–86. Retrieved from https://chn.oversea.cnki.net/KCMS/detail/detail.aspx?dbcode=CJFD&dbname=CJFDLASN2023&filename=XKJX202306083
Chongchong, Y., & Singh, S. S. B. (2024). The Influence of Student Self-Management on Academic Achievement among Students in China. International Journal of Academic Research in Business and Social Sciences, 14(10), 2784–2794.
Copyright: © 2024 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
