Time management training can be delivered as structured sessions or daily digital goal-setting and monitoring tools¶

Strategy · All strategies
Evidence · 2 claims (1 for, 1 mixed) · 2 studies (1 causal, 1 associational), q2–q3 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The review describes two intervention formats for improving students' time management: weekly in-person training sessions and web-based tools for daily goal setting and monitoring. In one study, students "received six weekly 50-minute time management training sessions" and improved both time management and self-efficacy. In another, students used "a web-based intervention tool for setting goals for the next day and monitoring their time management daily over 2 weeks," improving time management strategy use. These offer implementable recipes for practitioners targeting study habits.

Design Implications¶

Context¶

Requirements¶

• Sustained engagement is needed: one format involved six weekly sessions, the other daily use of a digital tool over two weeks

Constraints¶

• Effects on self-efficacy were inconsistent across the two interventions

Target Learners¶

• fifth-grade students with learning disabilities; undergraduate and graduate students in online courses

Target Learning Goals¶

• improved academic time management and study engagement

Claims¶

• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course [~W]
• In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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