The role of conscientiousness, time management and action-state orientation in freshmen’s study time

Abstract

Students differ significantly in the amount of time devoted to studying. Given the importance of study time for academic performance, it is important to investigate the role of students’ personality factors in study time investment. The current study focused on the relation between conscientiousness and study time investment, and the possible intervening role of time management strategies and action-state orientation. Participants were 190 freshmen (74 women) studying business economics. Student ratings of three facets of conscientiousness were included: industriousness, perfectionism and perseverance. Regarding time management and action-state orientation, self-reports of short-term time management strategies, long-term time management strategies and confidence, disengaging vs. being preoccupied with failure, and taking initiative vs. hesitating were included. Finally, students continuously recorded their self-study time by means of a web-based application during the entire term for all courses. Our findings showed that students’ conscientiousness affects their self-study time investment, with each of the three examined facets (industriousness, perfectionism, and perseverance) showing differential pathways. These pathways involve short-term time management strategies and disengaging vs. being preoccupied with failure, two skills that may be susceptible to change and can be addressed by student counselors.