Different Achievement Goal Orientation Students Time Management Disposition And Academic Achievement

Time Management Disposition (TMD) is an important factor, because it is closely related both to personality and academic achievement that is related to cognization. Research on how TMD influences student score has been extensively studied in literature. Many foreign researchers suggest that TMD influences students significantly on their pressure, attitude on time and short term plan, and consequently influence their achievement. Domestic researchers find that the sense of time control has significant influence on students'academic achievement. However, it is unclear if there is some other psychological factor that influences students'academic achievement. Our study shows that achievement goal orientation is the individual's perception on the objective of the activity he or she pursues. The faith of achievement goal commonly provides a framework for the individual's explanation and reaction, and consequently forms different patterns on sensibility and cognization and action. Further, different achievement goals have different effects on academic achievement. Therefore, we suggest that the difference of college students'achievement goals may lead to the significant difference of their TMD, thereby the difference of their academic achievements. The objective of this thesis is to test if the above hypotheses are true.Based on the Achievement Goal Orientation Scale revised by Liu (2003) and the Time Management Disposition Scale developed by Huang and Zhang (2001), we conduct a stratified random cluster sampling investigation on 412 second-year college students from Jinan University by methods of questionnaire. By analyzing the raw data of questionnaire using SPSS 11.5, we have the following conclusions:(1) In college students'achievement goal orientation, the average levels of achievement-approach and mastery-approach are less than that of achievement- avoidance and mastery-avoidance. There is gender difference on the achievement goal orientation of college students. Specifically, the average of female's mastery-avoidance is higher significantly than that of male. (2) College students'TMD has obvious higher scores on the sense of time value and the sense of time efficacy than on the sense of time control. The gender difference of college students'TMD and all its dimensions is insignificant.ts is also insignificant.(3) College students'achievement-approach and mastery-approach have significant positive correlation with academic achievement. On the other hand, there is insufficient evidence to show that achievement-avoidance and mastery-avoidance have correlation with academic achievement. Achievement goal orientation does not enter the regression equation with academic achievement as the dependent variable.(4) Although students'academic achievement has significant correlation with TMD, the sense of time control and the sense of time efficacy, multiple regression shows that only the sense of time control enters the regression equation.(5) College students'achievement-approach, mastery-approach and mastery-avoidance have significant correlation with TMD and all its dimensions, but achievement-avoidance have not.Based on the main results, we gave a further suggestion.To help students to improve their grades, it is important to develop students'time management skills. Especially, we should help students to enhance their sense of time control and take the improvement of achievement or ability as their goals.