A Preliminary Study On The Self-Control Of Time Management Of Middle School Students

Self-control of time management is a significant part of time management psychology, it has a dominant position in time-personality and time-self development and it is very valuable for the theory and practice.Based on overviews of former researches and results of open-ended questionnaire surveys, this study puts forward its own theoretical hypothesis, and develops a localized self-control scale of time management of middle school students from the standpoint of systems analysis. Then by means of quantitative research and qualitative research with the methods of questionnaire inquiry and case study used, the characteristics of middle school students and the students of excellent and poor academic performance are investigated. The results of this study are as follows:1) The self-made self-control scale of time management of middle school students has good reliability and validity. The structure of self-control scale of time management can be divided into global self-control, which includes three dimensions: activeness, effectiveness, openness, and concrete self-control, which includes five dimensions: goal-setting, time-planning, flexibility, self-restrain, and checking-evaluating.2) In self-control and concrete self-control, the grade tendency develops like a "W" figure. It shows a very significant grade difference in global self-control and its dimensions, as well as concrete self-control and time-planning, flexibility, self-restrain, checking- evaluating.3) In openness, goal-setting, flexibility, self-restrain and concrete self-control, the scores of the key middle school and recruiting-superiority middle school are higher than that of the general middle school very significantly. The key middle school is better than the recruiting-superiority middle school very significantly.4) There is a very significant gender difference in goal-setting and flexibility: the female students' average scores are higher than male students' average scores in them.5) There exists a significant interaction between grade and gender in goal-setting. There is a significant interaction between grade and school in activeness, goal-setting, flexibility, checking-evaluating. And there exists a significant interaction between school and gender in time-planning, between gender and grade in goal-setting.6) It shows imbalance of development in the dimensions of global self-control and concrete self-control in grade, school and gender.7) The students of excellent academic performance are better than those of poor academic performance in global self-control and its dimensions, concrete self-control and goal-setting, flexibility, checking-evaluating significantly...