This review study explored existing literature on the concept
of time management, its influence, and the role of academic advising in
fostering time management competencies among students. The review was anchored
in Self-Regulated Learning (SRL) theory, providing a comprehensive lens for
analysing how students manage their learning processes, including the effective
use of time. A systematic approach was employed to review the literature,
sourcing relevant studies from peer-reviewed journal articles, books, and
credible online publications. The selection of the literature was limited to
studies published between 2015 and 2025. The literature indicates that
effective use of time does not only influences academic achievement but also
supports students’ overall well-being by reducing stress, promoting a balanced
lifestyle, and enhancing motivation. The review also highlighted academic
advising as a strategic platform for cultivating time management competencies.
Based on the reviewed studies, it is concluded that academic advisors can serve
as skill coaches to equip students with self-regulated learning routines and
provide them with personalised strategies that respond to their individual
needs. It is recommended that higher education institutions should embed time
management coaching into existing academic advising services. Additionally,
academic advisors should be trained to use validated tools such as the Time
Management Questionnaire (TMQ) and the Time Management Behaviour Scale (TMBS)
to diagnose students’ strengths and weaknesses and provide tailored guidance.
Author(s)
Details
Samuel Osei
Department of Educational Management and Policy Studies, University for
Development Studies, Tamale, Ghana.
Mary Afi
Mensah
Faculty of Sustainable Development Studies, University for Development
Studies, Tamale, Ghana.
Please see the book here https://doi.org/10.9734/bpi/lleru/v8/6296
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