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.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:honorstheses1990-2015-2184 |
| Date | 01 May 2011 |
| Creators | Stagman, Debra |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | HIM 1990-2015 |
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