Time Management Dynamics: Exploring Linkage between Academic Performance and burnout among PG Students

Description

Page: 182-188

Renu and Kavita Dua (Department of Resource Management and Consumer Science, I.C. College of Community Science, Chaudhary Charan Singh Haryana Agriculture University, Hisar, Haryana)

This study explores the impact of time management on the academic performance and burnout levels of postgraduate (PG) students. The research assesses the time management practices of 30 randomly selected PG students from I.C. College of Community Science, Hisar, Haryana. Effective time management is critical for academic success, influencing students’ ability to balance coursework, research, and other responsibilities. Using Britton and Tesser’s (1991); time management scale. Academic performance was evaluated using the Christopher Mc Gregory (2015); scale, and perceived burnout levels were measured using the Maslach et al. (2017) scale. The findings indicate that students engage moderately in short-range planning but struggle with prioritizing tasks. Despite recognizing the need for better time management, many face challenges in declining tasks that interfere with academic work. Academic performance was high among students with better time management skills, particularly those who avoided procrastination and actively engaged in their studies. However, academic burnout was prevalent, with significant stressors including poor sleep due to academic load, emotional exhaustion, and concentration issues. Statistical analysis revealed a negative correlation between attentiveness in discussions and the information-application gap (-0.363) and a positive correlation between active participation and end-of-day fatigue (0.429). These correlations suggest that better time management can reduce burnout and improve academic outcomes by enabling students to manage their workload more effectively. The study underscores the importance of time management in mitigating stress and enhancing academic performance, recommending interventions to support students in developing these skills for better academic and professional prospects.