Examining the Perceived Self-Control and Self-Management Skills of University Students: A Sectoral and Disciplinary Analysis
DOI:
https://doi.org/10.47067/ramss.v7i4.374Keywords:
Self-control, Self-Management, University Students, Sectoral Differences, Disciplinary DifferencesAbstract
Self-control and self-management are critical skills for university students, facilitating academic success by enabling effective time management, focus, and the ability to overcome distractions. Considering the significance of self-control and self-management skills for university students, this quantitative study aimed to assess the perceived levels of self-control and self-management skills among students from two public and one private sector university in Multan, Pakistan. Utilizing a survey design, data were collected from 1,180 university students through a 16-item questionnaire structured into three subscales, namely: self-monitoring, self-evaluating, and self-reinforcing. The reliability of the questionnaire was established using Cronbach alpha reliability coefficient with a value of 0.83. Descriptive statistics (percentages, means, standard deviations) and inferential analyses (independent sample t-tests, ANOVA) were applied to examine overall student perceptions and identify differences based on university sector and academic discipline. The findings of research revealed that students perceived themselves to possess moderate levels of self-control and self-management skills, with significant differences observed between public and private sector students, as well as across academic disciplines. These variations suggest that institutional and disciplinary contexts may influence students’ development of these skills. The study concludes with practical recommendations for educators and students to strengthen self-control and self-management competencies, contributing to improved academic outcomes and personal growth.
References
Al-Abyadh, M. H. A., & Azeem, A. (2022). Academic achievement: Influences of university students’ self-management and perceived self-efficacy. J. Intell., 10(3), 55.
Apuke, O. D. (2017). Quantitative research methods: A synopsis approach. Arabian Journal of Business and Management Review (Kuwait chapter), 6(11), 40-47.
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Cleary, T. J., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications
Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325.
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner (Ed.), Handbook of adolescent psychology (pp. 404-434). Wiley.
Hanushek, E. A., & Woessmann, L. (2015). The knowledge capital of nations: Education and the economics of growth. MIT Press.
Johnson, B. T., & Kiviniemi, M. T. (2009). The roles of self-regulation and motivation in the academic success of university students. Journal of Applied Social Psychology, 39(8), 1975-1990.
Klingsieck, K. B. (2013). Procrastination: When good things don't come to those who wait. European Psychologist, 18(1), 24-34.
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-10
Mezo, P. G. (2009). The self-control and self-management scale (SCMS): Development of an adaptive self-regulatory coping skills instrument. Journal of Psychopathology and Behavioral Assessment, 31(2), 83–93.
Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244(4907), 933-938.
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. ... & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement (pp. 259-282). Springer.
Pekrun, R., & Stephens, E. J. (2010). Goal specificity and learning emotions: Testing a causal model. Learning and Instruction, 20(6), 632-644.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). Academic Press.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353-387.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation. In E. M. Anderman & L. H. Anderman (Eds.), Psychology of classroom learning: An encyclopedia (pp. 509-515). Gale.
Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271-324.
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research, 78(4), 751-796.
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.
Verburgh, L., Konigs, M., Scherder, E. J., & Oosterlaan, J. (2014). The relation between aerobic fitness and executive functioning in children with ADHD: The role of laps run. Journal of Attention Disorders, 18(8), 678-686.
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877-895.
Yang Y-D, Zhou C-L & Wang Z-Q (2024). The relationship between self-control and learning engagement among Chinese college students: The chain mediating roles of resilience and positive emotions. Frontiers in Psychology. 15. doi: 10.3389/fpsyg.2024.1331691
Zimmerman, B. J. (2000). Self-regulatory cycles of learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 115-141). Academic Press
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
Zimmermann, P., & Iwanski, A. (2014). Emotion regulation from early adolescence to emerging adulthood and middle adulthood: Age differences, gender differences, and emotion-specific developmental variations. International Journal of Behavioral Development, 38(2), 182-194.