Students' perceived self-efficacy is positively associated with their reported time management¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2–q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across multiple cross-sectional studies, self-efficacy shows weak-to-moderate positive correlations with time management measures. → Christopher A. Wolters 2025 q2 i? A few longitudinal and multivariate studies support self-efficacy predicting later time management, but causal conclusions remain limited. → Christopher A. Wolters 2025 (2)

Evidence¶

Christopher A. Wolters 2025¶

Christopher A. Wolters, Anna C. Brady, Hyun Ji Lee. (2025). Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10032-4

q3 · i? · review · r2

The review reports cross-sectional correlations from studies using the MSLQ self-efficacy and time and study environment management subscales, with "moderate positive correlations between these indicators of time management and self-efficacy" across US, Singapore, Turkish, and college samples. Correlations ranged roughly from 0.19 to 0.55 across cited studies.

"Researchers have found moderate positive correlations between these indicators of time management and self-efficacy among secondary school students in the US (0.19 ≤ rs ≤ 0.31, N = 306; Berger & Karabenick, 2016)"

Christopher A. Wolters 2025 (2)¶

Christopher A. Wolters, Anna C. Brady, Hyun Ji Lee. (2025). Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10032-4

q2 · i? · review · r3

The review reports a cross-lagged study over a 12-week term in which earlier math self-efficacy predicted later time management "but not vice versa." The review notes very few longitudinal or experimental designs exist and that the limited evidence does not overwhelmingly support straightforward causal conclusions.

"Using cross-lagged structural model with two time points at the beginning and end of a 12-week term, Berger and Karabenick (2011) found that US high school students' math self-efficacy at the beginning of the term was a positive predictor of time management 12 weeks later but not vice versa."

Discussion¶

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