The academic demands of college can be strenuous. Nontraditional students in particular may be at risk for role conflict and overload. This study examines levels of academic stressors and reactions to stressors between traditional and nontraditional undergraduate college students in order to investigate the relationships between academic stress, time management behaviors and overall psychological adjustment between the two groups. Participants completed Gadzella's (1991) Student-Life Stress Inventory, Time Management Behaviors Scale (Macan, Shahani, Dipboye, & Phillips, 1990) and the Symptom Checklist-90 Revised (Derogatis, 1994). Results reveal significant differences between traditional and nontraditional students on a subscale of the Time Management Behavior Scale measuring the ability to set goals and prioritize. Additionally, a marginally significant difference between traditional and nontraditional students was found on another subscale of the Time Management Behavior Scale measuring the mechanics of time management. These results indicate students who maintain multiple life-roles and responsibilities in addition to their role of college student are better at identifying and setting goals that need to be accomplished and prioritizing the tasks required to meet these goals. Furthermore, these students may be more adept at the mechanics involved with time management such as making list and scheduling activities in advance.

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The daily, weekly, and unscheduled tasks for school administrators have increased in number and scope over the years, however surprisingly little is known about what principals do on a day-to-day basis and how this varies across schools. Since the effect of principal leadership behaviors, specifically how principals manage their time to accomplish important tasks, is one key to the success of schools, it is important to understand what effective principals do to accomplish this. The purpose of this study was to find out what the differences are in how principals in high and low-performing middle schools spend their time and to determine what relationships exist between the principal's time-on-tasks and school performance. In the literature review, the researcher identified seven categories of time use to collect and classify time-on-tasks data. The categories include: (a) administration/operations, (b) organization management, (c) day-to-day instruction, (d) instructional program, (e) internal relations, (f) external relations and (g) other (Horng, Klasik, & Loeb, 2010). The researcher collected time-on-tasks data from principals of high and low-performing middle schools in Virginia and analyzed the data to determine what relationships exist between the principal's time-on-tasks and school performance. Data analyses revealed that there are significant differences in the amount of time principals at high-performing schools devote to each of the time-on-tasks categories, as compared to the amount of time allocated by their counterparts at low-performing schools. In this study, principals as a whole and principals in the high-performing subgroup spend the largest percentage of time on tasks related to administration and operations, while principals in the low-performing subgroup spend the largest percentage of time on day-to-day instruction. Data also suggest that time spent on tasks related to internal relations is positively correlated with student performance on mathematics and reading tests. When demographic factors are combined with the time-on-tasks categories, a regression analysis suggests that the strongest contributing factor to mathematics and reading test scores is the socioeconomic status of the school with a strong negative correlation between the percentage of students on free/reduced lunch and test scores for mathematics and reading. / Ed. D.

The purpose of this research was to examine changes in demographic information and time use patterns over an eight year time period for husbands in Roanoke area families. The information was used to create profiles of three subsamples in the study. Husband’s time use was recorded for both weekend and weekdays in 1978 and 1986. The men were analyzed as a whole and then broken down into three age cohorts so that they could be "tracked" over the eight year period. Analysis of variance and t-tests were used to determine significant differences in time use patterns. Descriptive statistics provided information on demographic changes that occurred. Demographic changes included increases in age, family income, size of homes, education, and hours of employment of both husband and wife. Appliance ownership increased with a specific increase of 78% in microwave oven ownership. Change in use of outside help over the years was most evident in the decrease in help with child care and the increase in help with housecleaning. Changes in time use included increases in employment hours and decreases in household work time, nonwork (leisure) time, and personal maintenance time. Within the category use were physical husbands of household work, significant decreases in time found in both weekend and weekday samples in care of other family members. On weekdays, grouped as a whole, spent significantly less time in household work and eating. On weekend days, significantly less time was spent in physical care of other family members by all husbands, while the middle aged group of husbands spent significantly less time in nonphysical care of other family members. / Master of Science

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The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred. / Ph. D.

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Meeting deadlines is an important aspect of every employee’s role within an organization because the ability to meet deadlines is one of the key performance areas that employees are measured against during their performance reviews. This study will focus on those factors that contribute to employees meeting or missing their business deadlines. The factors discussed in this study are employee loyalty, job satisfaction, employee satisfaction and confidence. South Africa is a controlled-time culture, and adherence to schedules is important and expected. In South Africa, missing a deadline is a sign of inefficiency and poor management and can have an impact on people’s confidence. Successful management will depend on the ability of individuals in the team, being able to meet deadlines. In this study, the target population consisted of fifty employees, in various positions, based in the city of Durban. The questionnaires were distributed via email and some were self-administered. The quantitative method was used to gather and analyse the data. The findings of this study reveal that employee satisfaction, job satisfaction, employee loyalty and confidence all contribute towards employees meeting business deadlines. Robbins (2009) states that numerous studies have shown that satisfied employees are highly motivated, have high morale at work and work more effectively and efficiently. These employees are also more committed to continuous improvement and to quality. The recommendation will be that managers or employers must schedule dates by which specific tasks or projects must be completed and they should keep to the schedule to avoid procrastination. / Thesis (MBA)-University of KwaZulu-Natal, Westville, 2011.

published_or_final_version / Geography and Geology / Master / Master of Philosophy