Time management and digital burnout during the COVID-19 Pandemic: An exploration of University students experiences
Paper Details
Time management and digital burnout during the COVID-19 Pandemic: An exploration of University students experiences
Abstract
This study aims to investigate the impact of the COVID-19 pandemic on university students’ time management and explore the relationship between time management strategies and digital burnout. The research employed a descriptive-correlational design and surveyed 361 students across all levels from Cagayan State University’s eight campuses in the Northern Region of the Philippines. The study utilized three instruments: a personal profile and online learning resources questionnaire, the Time Management Questionnaire (TMQ), and the Technostress Scale. Mean was use dto describe the data and the test of relationship was conducted using Pearson-R moment of correlation. The findings revealed that students generally have good time management skills and prioritize tasks effectively. They also value time as a resource, make quick decisions, and avoid wasting time. However, there is room for improvement in planning weekly activities. The respondents experience moderate levels of technostress, particularly in the area of techno-insecurity. A negative relationship was found between time management and technostress, indicating that better time management could reduce technostress levels. It is recommended that students enhance their time management skills, particularly in weekly planning, and learn coping strategies to manage technostress. Incorporating time management training and technostress management into the online learning curriculum may be beneficial.
Alay İ, Kocak R. 2002. The Time Management Questionnaire: A new instrument to assess time management practices. Paper presented at the 10th National Psychology Congress, Ankara, Turkey.
Angelito GA, Nozaleda BM. 2022. Teachers Beyond Walls: Examination of The Job Satisfaction Of Home-Based Virtual Teachers. Journal of Positive School Psychology 3661-3675.
Booker Q, Kim SS, Belanger F. 2014. Exploring the concept of technostress: Development of a measurement instrument. Paper presented at the 47th Hawaii International Conference on System Sciences, Waikoloa, HI, USA.
Brod C. 1984. Technostress: The human cost of the computer revolution. Reading, MA: Addison-Wesley.
Çelik T, Çoklar AN. 2015. An Investigation of the Relationship between Time Management and Procrastination among University Students. Procedia-Social and Behavioral Sciences 186, 811-817.
Cheung R, Wong E. 2018. Technostress and Time Management in Online Learning. Proceedings of the 51st Hawaii International Conference on System Sciences.
Dabbagh N, Kitsantas A, Johnson L. 2018. Goal setting and self-regulation in the online learning environment. Journal of Interactive Online Learning 16(1), 18-32.
Indreica S, Sava FA, Vatamanescu EM. 2016. The influence of situational interest on the use of e-learning platforms. Procedia-Social and Behavioral Sciences 221, 267-273.
Jaiswal A, Asawa K. 2017. Time Management and Its Impact on Academic Performance. Journal of Education and Practice 8(10), 31-36.
Jasuli MA. 2018. The development of time management skills in e-learning. Journal of Education and Learning 7(2), 54-63.
Johnson R, Hornik S, Salois M. 2012. Technostress: A systematic literature review. Proceedings of the International Conference on Information Systems (ICIS), Orlando, Florida, USA.
Lee Y, Choi J. 2017. Factors influencing technostress in online learning: The roles of social presence and time pressure. Computers & Education 106, 1-12.
Nozaleda BM, Dayag-Tungpalan M, Arao HF, Ramos CC, Mabborang MH. 2021. Linking College Learners’ Competence in Information and Communication Technology and Learning Styles during the COVID-19 Pandemic. Turkish Journal of Computer and Mathematics Education 12(11), 3256-3262.
Ozturk E, Arslan R. 2019. Investigating the Technostress Levels of Students in Higher Education. International Journal of Technology in Education and Science 3(3), 204-214.
Pekrun R, Elliot AJ, Maier MA. 2009. Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology 101(1), 115-135.
Poropat AE. 2014. A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin 140(2), 322-338.
Roberts BW, Kuncel NR, Shiner R, Caspi A, Goldberg LR. 2007. The power of personality: The comparative validity of personality traits, socioeconomic status, and cognitive ability for predicting important life outcomes. Perspectives on Psychological Science 2(4), 313-345.
Sackett PR, Hardisoncm, Cullen MJ. 2018. On interpreting the relationship between academic performance and time management skills: The role of methodological quality. Journal of Business and Psychology 33(6), 755-771.
St-Jean É, Lemay DJ, Paré M. 2019. Time Management and Academic Achievement. Frontiers in Psychology 10, 219.
Sweller J. 1988. Cognitive load during problem solving: Effects on learning. Cognitive Science 12(2), 257-285.
Triandis HC. 2019. Time management in e-learning. Handbook of Research on E-Learning Methodologies for Language Acquisition 1-17.
Zimmerman BJ. 2002. Becoming a self-regulated learner: An overview. Theory Into Practice 41(2), 64-70.
Ana Marie Lappay, 2023. Time management and digital burnout during the COVID-19 Pandemic: An exploration of University students experiences. Int. J. Biosci., 22(6), 108-116.
Copyright © 2023 by the Authors. This article is an open access article and distributed under the terms and conditions of the Creative Commons Attribution 4.0 (CC BY 4.0) license.