Running Head: A Research on Time Management Skills and Stress Levels 0

7126: Survey Research & Design in Psychology

Faculty of Health, University of Canberra

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A Research on Time Management Skills and Stress Levels 1

Title: A research on psychological factors that determine the time management skills and
stress levels: A case of the UC students

Abstract
Human nature, behaviour and psychology differ from person to person. Therefore, this
psychology of individual differences has been researched in predicting the scholastic
performance of the individuals. The purpose of this research is to identify the factors that
determine the psychology behind the time management effectiveness, and the stress factors
affecting the mental health of the students, with evidence to the UC students. The survey has
been conducted by collecting survey responses from across 551 students, as per the records of
the unscreened data. For understanding the psychology of the students, first few questions
were demographic, while the rest were psychographic. Both the standardised and
unstandardized coefficients in all of the IVs fall within the upper and lower bound range with
95% confidence level. The exploratory factor analysis was performed on the screened sample
which identified four main factors of time management skills- concentration, individual’s
ability for dividing the tasks and making plans accordingly, time allocation and meeting
deadlines, and organizing and preparing schedules. The high significance level of MLR
demonstrated significant dependence of student’ stress level on certain elements.

Keywords: APA, University student satisfaction, time management, learning self-efficacy,

motivation, psychology research
A Research on Time Management Skills and Stress Levels 2

Introduction
Aim and Purpose
Human nature, behavior and psychology differ from person to person. Therefore, this
psychology of individual differences has been researched in predicting the scholastic
performance of the individuals. The cognitive capabilities of individuals demonstrated
capriciousness within their educational performance, which attracted interests of various
scholars for researching into intelligence determinants and influencing factors in the
respective area. The purpose of this research is to identify the factors that determine the
psychology behind the time management effectiveness, and the stress factors affecting the
mental health of the students, with evidence to the UC students.
Critical Review of past literature
Understanding the satisfaction levels of the students within university campus is
increasingly gaining attention. The correlation of the student satisfaction with academic
discipline has been evidenced in various studies, but the relation with the student psychology
remains mostly unexplored (Green, Hood, & Neumann, 2015). Wach, et al. (2016)
demonstrated the student’s Satisfaction with their Academic Studies (SAS) model as a vital
tool in determining the educational outcomes of the students, which itself is one of the
contributing elements of students’ satisfaction. The manner in which the students manage
their time to fulfil their academic functions as well as the factors that affect their mental
health by increasing or adding stress to their lives, play a significant role in their respective
lives. It is important to identify these factors, to ensure that the students are able to live a
healthier and better lifestyle.
Determinants of Effective Time Management Amongst Students. There are several
factors that influences the time management skills of college students and affects its efficacy.
Time is an essential resource and it is important to ensure that the same is utilized
efficaciously. Good time management comprises of establishing goals and priorities so that
the usage of time can be monitored (Al Khatib, 2014). Those activities that are of high
priority, more emphasis is laid upon them and they are given high priorities. Those activities
that aid the students in accomplishing their goals and target are laid more emphasis than any
other extra-curricular activities. Furthermore, the aspects that would enable the students in
excelling in their academics, students tend to spend more time on those activities.
Factors Affecting the Mental Health of the Students by Causing Stress. Several students
find the academic experiences to be stressful and seek strategies to cope up with the same.
Many students develop the issue of stress while attempting to efficiently manage their time,
so that they are able to participate in all the academic performances. Poor time management
has been associated to be one of the major causes of stress amongst the college students (Al
Khatib, 2014). Owusu & Essel (2017) have highlighted that additional responsibilities,
financial constraints and poor eating habits acts as factors that causes stress amongst the
college students. This is further intensified if the students combine jobs with their studies, or
experience a change in the living environment (Mohan, 2015). The major academic factors
that act as determinants of stress amongst college students include increase in the class
workload, rise in the study hours, reduction in grades, examination, missing lectures, or the
inability in understanding the course material resulting in frustrations (Owusu & Essel, 2017).
Furthermore, in several cases, the students encounter difficulties in understanding the
A Research on Time Management Skills and Stress Levels 3

language in which the lecture are being delivered, especially amongst the transfer students
who are attending the college and belong to different nationality. Many students also
experience procrastination, which further adds to their stress and frustrations (Y. M. Lin, S.
C. Lin, Wang, & Chen, 2009). Other factors that causes stress amongst the students would
include lack of holidays or vacations, future worries and unrealistic expectations. Stress
combined with the busy lifestyle of students have been severely affecting their mental health.
Research Questions:
How many different factors of time management skills are there, identify them and
evaluate which items do best represent these factors or dimensions?
Research hypothesis:
For better understanding of the determinants due to which the students felt stressed
and nervous the following hypothesis have been considered:
H0: Students felt stressed because of their inability to control important things in their life
H1: Students do not feel stressed because of their inability to control important things in their
life
H2: Students felt stressed because of their inability to cope with their activities
H3: Students do not feel stressed because of their inability to cope with their activities
H4: Students felt stressed due to pilling of difficulties more than they can overcome
H5: Students do not feel stressed due to pilling of difficulties more than they can overcome
H6: Students felt stressed for being upset related to some unexpected happenings
H7: Students do not feel stressed for being upset related to some unexpected happenings
A Research on Time Management Skills and Stress Levels 4

Method
Participants
The survey has been conducted by collecting survey responses from across 551
students in 2018, as per the records of the unscreened data. For a correct analysis the data set
was screened after which a total of 520 responses were found credible, which demonstrated
that 59.9 5 of the respondents were females, 39.9% were males and rest .2% responded as
others. 87.4% of the respondents were found to be less than equal to 30 years of age. And
89.8% of the respondents were not international students.
Measures
The TSQFUS1 questionnaire consisted of 58 questions created to evaluate the
characteristics, experience and psychology of the students.For understanding the psychology
of the students of Canberra University, first few questions were demographic, while the rest
were psychographic. All the questions were closed ended questions, prepared in the form of a
questionnaire, with divisions made for the psychographic questions made on the basis of
perceived stress scale, Zimbaro Time Perspective Inventory and Time management skills.
The questions were made to collect response in a Likert scale format to statistically measure
the perceived level through rating system.
Procedure

The systematic sampling technique was used to collect response from every fifth
students coming out of the university library. The respondents were given assurance abut the
confidentiality of their responses and a maximum of 15 minutes would be required for
completion of the survey forms. The participants were asked to take this survey voluntarily,
ensuring that they keep their responses unbiased and as much true as possible. Students, who
refused to take part in survey were left out. There were some participants who did not answer
every question or gave random responses. This raised a concern of improper analysis due to
presence of invalid response in the data set. However, the sample has been first screened to
remove the erroneous input and response and then Exploratory Facto Analysis (EFA) has
been performed on the Time Management Skills and Multiple Linear Regression (MLR) has
been conducted on the perceived stress scale to conduct our research.

Results
The analysis should proceed through three basic steps:
Data screening 
The screening of the data has been done based on the invalid entries, particularly by
removing the cases of the Data enterer ID 2, 13, 32, 38, 78,80 and 109, due to non-
submission of hard copies of the responses resulting in lack of data credibility. In majority of
the sections the data related to the breakup of hours in question 9 (estimating the average
hours per week during semester) have been found to be illegitimate due to the summing up of
the hours to be either exceeding or too less compared to the cumulated hours available per
week. As a result, those entries are replaced as missing entries (valued at 99 for the hours09
variable). Similarly, the identified mistakes in pss items are stated as missing with 10 value
and tm variables are marked as 22 for the missing values.
A Research on Time Management Skills and Stress Levels 5

The recommended changes are incorporated for the variable values in the dataset along
with the removal of the duplicated entries. Details of the changes are mentioned in appendix
table 1, given in the last section of this paper.
A Research on Time Management Skills and Stress Levels 6

Psychometric instrument development

Descriptive Statistics

Mean Std. Deviation Analysis N

My life is very well

5.14 1.576 511
organized.
I manage the way I use my
4.88 1.474 511
time really well.
I make effective plans for
5.28 1.515 511
getting things done.
I break complex tasks down
5.48 1.495 511
into achievable chunks.
I use my time effectively. 4.93 1.480 511
I use a calendar or diary to
5.60 2.267 511
help organize my time.
I waste a lot of time. 4.87 1.886 511
I prepare a daily or weekly
5.01 2.312 511
"to do" list.
I spend a lot of time mucking
4.67 1.831 511
around.
I meet deadlines on time. 6.42 1.537 511
I easily get distracted from
4.96 1.807 511
important tasks.
I get important tasks done
6.40 1.469 511
on time.
I find myself procrastinating
over tasks that need to be 5.61 1.756 511
done.
I have a weekly schedule on
which I record fixed 5.18 2.174 511
commitments.
I always complete tasks
5.56 1.927 511
before they are due.
Despite interruptions, I get
6.34 1.383 511
important tasks done.
I allocate the correct amount
5.08 1.575 511
of time to tasks.
I find distractions to be very
5.62 1.785 511
tempting.
A Research on Time Management Skills and Stress Levels 7

Here from the descriptive statistics table, the total number of relevant sample for the time
management skills is calculated to be 511, which is excluding the number of incredible
responses and missing data.

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling

.911
Adequacy.
Bartlett's Test of Approx. Chi-Square 5162.910
Sphericity
df 153

Sig. .000

The KMO adequacy is much greater than 0.5 which indicates no issue with the sample and
the Significant value in Bartlett’s test indicates presence of factors in the sample response.

From the communalitis table in Appendix it is found that none of the extraction values is less
than 0.3, which signifies that the questions are relevance.
A Research on Time Management Skills and Stress Levels 8

Total Variance Explained

Compon Initial Eigenvalues Extraction Sums of Squared Loadings

ent Total % of Variance Cumulative % Total % of Variance Cumulative %

1 7.355 40.858 40.858 7.355 40.858 40.858

2 2.415 13.419 54.278 2.415 13.419 54.278
3 1.547 8.595 62.873 1.547 8.595 62.873
4 1.018 5.655 68.528 1.018 5.655 68.528
5 .679 3.773 72.301
6 .589 3.273 75.574
7 .546 3.034 78.608
8 .516 2.868 81.475
9 .485 2.692 84.167
10 .458 2.543 86.710
11 .406 2.257 88.966
12 .376 2.087 91.054
13 .331 1.841 92.895
14 .324 1.801 94.696
15 .287 1.595 96.291
16 .267 1.484 97.775
17 .219 1.215 98.991
18 .182 1.009 100.000

Extraction Method: Principal Component Analysis.

From the above table, it can be analyzed that 4 components are having Eigen values above
1.00, which validates the presence of 4 factors related to the time management skills.
From the Varimax rotation Method of the 4 factors the following results were obtained
A Research on Time Management Skills and Stress Levels 9

Rotated Component Matrixa

Component
1 2 3 4
I find myself procrastinating
over tasks that need to be .822
done.
I find distractions to be very
.817
tempting.
I easily get distracted from
.803
important tasks.
I waste a lot of time. .737
I spend a lot of time mucking
.728
around.
I manage the way I use my
.806
time really well.
I make effective plans for
.798
getting things done.
I use my time effectively. .744
My life is very well
.711
organised.
I break complex tasks down
.630
into achievable chunks.
I get imporant tasks done on
.829
time.
I meet deadlines on time. .822
Despite interruptions, I get
.735
important tasks done.
I always complete tasks
.700
before they are due.
I allocate the correct amount
.417 .450
of time to tasks.
I prepare a daily or weekly
.832
"to do" list.
I have a weekly schedule on
which I record fixed .802
commitments.
I use a calendar or diary to
.778
help organise my time.
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization. a
a. Rotation converged in 5 iterations.
A Research on Time Management Skills and Stress Levels 10

Segregating the questions on the basis of their relevance to the factors

Component 1 tm13, tm18, tm11, tm07, tm09
Component 2 tm02, tm03, tm05, tm01, tm04
Component 3 tm12, tm10, tm16, tm15, tm17
Component 4 tm08, tm14, tm06

Reliability for Component 1

Case Processing Summary

N %

Cases Valid 518 99.6

Excludeda 2 .4

Total 520 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.878 5

Since the Cronbach’s Alpha value is greater than 0.7 then 1st factor is highly reliable.
A Research on Time Management Skills and Stress Levels 11

Item-Total Statistics

Corrected Cronbach's
Scale Mean if Scale Variance Item-Total Alpha if Item
Item Deleted if Item Deleted Correlation Deleted

I find myself
procrastinating over
20.09 36.563 .737 .846
tasks that need to be
done.
I find distractions to be
20.09 37.087 .686 .858
very tempting.
I easily get distracted
20.74 36.636 .701 .854
from important tasks.
I waste a lot of time. 20.83 35.642 .711 .852
I spend a lot of time
21.05 36.038 .716 .851
mucking around.

Reliability for Component 2

Case Processing Summary

N %

Cases Valid 516 99.2

Excludeda 4 .8

Total 520 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's
Alpha N of Items

.899 5

Since alpha value more than 0.7, the component 2 is reliable

A Research on Time Management Skills and Stress Levels 12

Item-Total Statistics
Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

I manage the way I use my

20.81 26.070 .814 .863
time really well.
I make effective plans for
20.42 25.548 .825 .859
getting things done.
I use my time effectively. 20.76 26.660 .760 .874
My life is very well
20.55 26.175 .732 .881
organized.
I break complex tasks down
20.21 28.249 .623 .903
into achievable chunks.

Reliability of component 3

Case Processing Summary

N %

Cases Valid 514 98.8

Excludeda 6 1.2

Total 520 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's
Alpha N of Items

.826 5

Since the value is more than 0.7, the 3rd factor is also strongly reliable
A Research on Time Management Skills and Stress Levels 13

Item-Total Statistics
Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

I get important tasks done

23.39 24.528 .718 .766
on time.
I meet deadlines on time. 23.37 24.235 .696 .770
Despite interruptions, I get
23.45 26.555 .606 .797
important tasks done.
I always complete tasks
24.24 22.190 .617 .800
before they are due.
I allocate the correct amount
24.71 26.330 .513 .821
of time to tasks.

Analyzing for component 4

Case Processing Summary

N %

Cases Valid 517 99.4

Excludeda 3 .6

Total 520 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's
Alpha N of Items

.800 3

Since the Cronbach’s Alpha value is more than 0.7, component 4 is also reliable.
A Research on Time Management Skills and Stress Levels 14

Item-Total Statistics

Cronbach's
Scale Mean if Scale Variance Corrected Item- Alpha if Item
Item Deleted if Item Deleted Total Correlation Deleted

I prepare a daily or weekly

10.74 15.459 .661 .710
"to do" list.
I have a weekly schedule on
which I record fixed 10.58 16.600 .644 .729
commitments.
I use a calendar or diary to
10.18 16.046 .631 .743
help organize my time.

From the results obtained in Exploratory factor analysis for time management skills,
the following correlations among mentioned factor components have been found:
Factor 1 denotes that Factor 2 denotes that Factor 3 denotes that Factor 4 denotes that
the students the students the students the students
 find themselves  well manage the  ensure timely  prepare to-do list
procrastinating usage of their completion of on a weekly or
over their tasks time important tasks daily basis
 distraction to be  create effective  meets time  prepare a weekly
very tempting plans for task related deadlines schedule and fix
 get easily completion  always complete commitments
distracted from  utilizes time tasks before their accordingly
the vital tasks properly due time  organizes time
 spend a lot of  claim that their  finalizes and schedule
time mucking lives are well important or vital taking a note on
around organized tasks, despite diary or calendar
 waste a lot of  disintegrate interruptions
time entire task into  allocate proper
small achievable time to individual
parts tasks

Analyzing the above table, it can be said that the determining factors of time
management skills are found to be:
Factor 1 representing the concentration level of the individuals
Factor 2 denoting the individual’s ability for dividing the tasks and making plans accordingly
Factor 3 illustrating the time management skills related to time allocation and meeting
deadlines

Factor 4 demonstrating the skills related to organizing and preparing schedules.

A Research on Time Management Skills and Stress Levels 15

Multiple Linear Regression (MLR) for hypothesis testing

The assumptions taken for this regression

pss03 is the dependent variable denoting the stress level or nervousness
pss02 is independent variable representing psychology factor of feeling incapable to complete
important things in life
pss06 is independent variable representing the student psychology factor of feeling incapable
to cope up with their activities
pss01 is independent variable representing the student psychology factor of being upset
related to some unexpected happenings
pss10 is independent variable representing the student psychology related to pilling of
difficulties more than they can overcome

Model Summary

Std. Error Change Statistics

R Adjusted R of the R Square F Sig. F
Model R Square Square Estimate Change Change df1 df2 Change

1 .631a .398 .393 .743 .398 84.715 4 513 .000

a. Predictors: (Constant), been upset because of something that happened unexpectedly, found that you could
not cope with all the things that you had to do, felt that you were unable to control the important things in your
life, felt difficulties were piling up so high that you could not overcome them

The adjusted R2 value explains that 39.30% of the adjustment in the dependent
variable is explained by the changes in independent variables.
A Research on Time Management Skills and Stress Levels 16

Coefficientsa
Unstandardized Standardized 95.0% Confidence
Coefficients Coefficients Interval for B
Std. Lower Upper
Model B Error Beta t Sig. Bound Bound
1 (Constant) 1.112 .092 12.056 .000 .931 1.294
felt that you were
unable to control
.122 .040 .130 3.032 .003 .043 .201
the important
things in your life
found that you
could not cope
.234 .041 .242 5.645 .000 .152 .315
with all the things
that you had to do
felt difficulties
were piling up so
high that you .184 .042 .197 4.432 .000 .103 .266
could not
overcome them
been upset
because of
something that .245 .041 .245 5.943 .000 .164 .327
happened
unexpectedly
a. Dependent Variable: felt nervous and "stressed"

From the above results it can be analysed that

for every 1 unit change in pss02, the stress level gets changed by 0.122 units. With a
significant value of 0.003, the pss02 is statistically very significant determinant of pss03 (the
stress level).
for every 1 unit change in pss06, the stress level gets changed by 0.234 units. With a
significant value of much lower than 0.5, the pss06 is statistically very significant for
determining pss03
for every 1 unit change in pss01, the stress level gets changed by 0.245 units. With a
significant value of much lower than 0.5, the pss01 is found to be statistically important in
determining pss03
for every 1 unit change in pss10, the stress level gets changed by 0.184 units. With a
significant value of much lower than 0.5, the pss10 is statistically very significant for
determining pss03
A Research on Time Management Skills and Stress Levels 17

Both the standardised and unstandardized coefficients in all of the IVs fall within the upper
and lower bound range with 95% confidence level, which clearly denotes that the results are
in well aligned and lie within the deviation range.

Discussion
The biggest strength of using EPA is related to the limited scope for modifications in
the research results that makes the process immune to the influence of the researcher’s
biasness and very low dependence on the assumptions considered regarding the independence
among the variables. Rather this factor analysis helps in extracting the underlying factors,
independent of the number of the variables. Once the sufficient number of variable are
entered and the groups based on the factors are formed, then increasing the number of
variables does not the number of groups or factors. Another significant advantage is related to
the reliability testing of the process which makes the analyses fully credible. However, one
major drawback of the process is related to the inability of the process to determine the
coefficient of each of the variable to form a standardized equation of the identified factors.
This drawback is mitigated with the use of Multiple Linear Regression (MLR).
Multiple linear regression model is an effective tool in establishing link between the
dependent and independent variables, along with the relative influence of these independent
variables or predictors, on the dependent variables. The advantages of multiple linear
regression is that it has the ability of determining the relative influence of one or more
independent variables on the criterion value (Weedmark, 2018). Secondly, it outlines or
identifies the anomalies or outliners. The disadvantage of using multiple linear regression
model is associated with the data that is being used for the analysis process. Incomplete or
falsified data results in the development of false conclusion and the same can affect the
correlation causation as well (Weedmark, 2018).
Further recommendations for the future research includes that some other
psychological traits must be identified among the students related to the developing
hypothesis for identification of factors that help in developing confidence levels and
mitigating stress levels and nervousness. This research will be useful for the future researches
in the field of understanding the students’ psychology and developing mechanisms or
frameworks or training programs that help in further development of time management skills
among the students.
A Research on Time Management Skills and Stress Levels 18

References
Al Khatib, A. S. (2014). Time management and its relation to students’ stress, gender and
academic achievement among sample of students at Al Ain University of science and
technology, UAE. International Journal of Business and Social Research, 4(5), 47-
58.
Green, H.J., Hood, M., & Neumann, D.L. (2015). Predictors of student satisfaction with
university psychology courses: A review. Psychology Learning & Teaching, 14(2).
Lin, Y. M., Lin, S. C., Wang, M. Y., & Chen, F. S. (2009). What causes the academic stress
suffered by students at universities and colleges of technology. World Transactions
on Engineering and Technology Education, 7(1), 77-81.
Mohan, S. H. A. J. (2015). A study on stress and its effects on college students. International
Journal of Scientific Engineering and Applied Science (IJSEAS), 1(7), 449-456.
Owusu, P., & Essel, G. (2017). Causes of students’ stress, its effects on their academic
success, and stress management by students. Retrieved from
https://www.theseus.fi/handle/10024/124792
Weedmark, D. (2018). The Advantages & Disadvantages of a Multiple Regression Model.
Retrieved from https://sciencing.com/advantages-disadvantages-multiple-regression-
model-12070171.html
A Research on Time Management Skills and Stress Levels 19

Appendices
Appendix 1: Screening changes
1. Data enterer 2 (Cases 6 - 10): Hard copies were not submitted, so unable to verify.
Recommended action: Remove cases.
2. Data enterer 13 (Cases 61 - 65): Other than the background variables, the data is
missing for all cases. Hard copies were not submitted, so unable to verify.
Recommended action: Remove cases.
3. Data enterer 32 (Cases 156 - 160): Hard copies were not submitted, so unable to
verify. Recommended action: Remove cases.
4. Data enterer 38 (Cases 186 - 190): None of the 18 time management variables for any
of the 5 cases are above 4 for an 8-point scale. Seems highly improbable and may
indicate that the data was fabricated. Hard copies were not submitted, so unable to
verify. Recommended action: Remove cases.
5. Data enterer 78 (Cases 386 - 390): Hard copies were not submitted, so unable to
verify. Recommended action: Remove cases.
6. Data enterer 80 (Cases 396 - 400): Hard copies were not submitted, so unable to
verify. Recommended action: Remove cases.
7. Data enterer 109 (Cases 542 - 546): Several problems including: numeric responses
appear in the open-ended variables; ages are single-digits; hours are unrealistically
low. Recommended action: Remove cases.
Case ID
1. Case 17 - hours add up to less than 24. Estimated total hours seem to be under-
realistic. Recommended action: Change all hour estimates to missing data for this
case.
2. Case 20 - hours add up to less than 24. Estimated total hours seem to be under-
realistic. Recommended action: Change all hour estimates to missing data for this
case.
3. Case 32 - pss items are all 1. Recommended action: Change all pss items to missing
data for this case.
4. Case 33 - hours estimates are missing or very low. Recommended action: Change all
hour estimates to missing data for this case.
5. Case 98 - International04 is entered as 11 and enrol05 is missing. It was probably
meant to be entered as 1 for each variable. Recommended action: Either change the
11 to missing data or replace both 04 and 05 with 1 each.
6. Case 122 - hours add up to less than 24. Estimated total hours seem to be under-
realistic. Recommended action: Change all hour estimates to missing data for this
case.
A Research on Time Management Skills and Stress Levels 20

7. Case 126 and 251 - Virtually identical. Recommended action: Remove one or both
cases.
8. Case 129 - sleepinghours09 - 18 hours: Only one estimate of hours is provided - for
sleeping. And 18 seems to be unrealistic/unlikely. Recommended action: Change
sleepinghours09 for this case to missing data.
9. Case 149 - workhours09 - 150 hours: This is over 21 hours per day, 7 days a week, for
a full-time student. There are no other estimates of hours for other activities. This
seems to be an unlikely number of work hours. Recommended action: Change
workshours09 for this case to missing data.
10. Case 185 - hours estimates are missing or very low. Recommended action: Change all
hour estimates to missing data for this case.
11. Case 285 - hours add up to less than 24. Estimated total hours seem to be under-
realistic. Recommended action: Change all hour estimates to missing data for this
case.
12. Case 307 - hours add up to more than 168. Estimated hours are greater than than the
maximum hours in a week. Recommended action: Change all hour estimates to
missing data for this case.
13. Case 339 - hours add up to more than 168. Estimated hours are greater than than the
maximum hours in a week. Recommended action: Change all hour estimates to
missing data for this case.
14. Case 347 and 358 - Virtually identical. Recommended action: Remove one or both
cases.
15. Case 363 - hours estimates are missing or very low. Recommended action: Change all
hour estimates to missing data for this case.
16. Case 437 - hours estimates are very low. Recommended action: Change all hour
estimates to missing data for this case.
17. Case 466 - tm variables from 06 to 18 are all 8. Seems likely that the respondent
didn't think about the last dozen or so questions and just circled 8. Recommended
action: Change all tm variables to missing data for this case.
18. Case 470 - hours add up to more than 168. Estimated hours are greater than than the
maximum hours in a week. Recommended action: Change all hour estimates to
missing data for this case.
19. Case 475 - hours add up to more than 168. Estimated hours are greater than than the
maximum hours in a week. Recommended action: Change all hour estimates to
missing data for this case.
Variables
1. sleepinghours09 - estimates that seem too low e.g., because they were estimated daily
rather than weekly:
A Research on Time Management Skills and Stress Levels 21

1. Case 7 - 7. Change to 49.

2. Case 8 - 0. Change to missing data.
3. Case 13 - 4. Change to 28.
4. Case 32 - 6. Change to 42.
5. Case 39 - 10. Change to 70.
6. Case 84 - 12. Change to 84.
7. Case 128 - 20. Change to missing.
8. Case 160 - 7. Change to 49.
9. Case 165 - 4. Change to 28.
10. Case 197 - 7. Change to 49.
11. Case 213 - 25. Change to missing.
12. Case 219 - 7.5. Change to 56.
13. Case 228 - 7. Change to 49.
14. Case 303 - 4.5. Change to 31.5.
15. Case 334 - 6. Change to 42.
16. Case 407 - 7. Change to 49.
17. Case 408 - 7. Change to 49.
18. Case 409 - 11. Change to 77.
19. Case 414 - 6.5. Change to 45.5.
20. Case 424 - 7.5. Change to 52.5.
21. Case 425 - 7.5. Change to 56.
22. Case 433 - 20. Change to missing.
23. Case 434 - 20. Change to missing.
24. Case 500 - 25. Change to missing.
25. Case 518 - 18. Change to missing.
2. pss03
1. Case 468 - 999. Recommended action: Change pss03 to missing data.
3. tm10Case 7 - 0. Recommended action: Change tm10 to missing data.
4. tm16Case 75 - 9. Recommended action: Change tm16 to missing data.
A Research on Time Management Skills and Stress Levels 22

Communalities
Initial Extraction

My life is very well

1.000 .689
organised.
I manage the way I use my
1.000 .814
time really well.
I make effective plans for
1.000 .800
getting things done.
I break complex tasks down
1.000 .566
into achievable chunks.
I use my time effectively. 1.000 .731
I use a calendar or diary to
1.000 .691
help organise my time.
I waste a lot of time. 1.000 .662
I prepare a daily or weekly
1.000 .750
"to do" list.
I spend a lot of time mucking
1.000 .661
around.
I meet deadlines on time. 1.000 .736
I easily get distracted from
1.000 .702
important tasks.
I get imporant tasks done on
1.000 .757
time.
I find myself procrastinating
over tasks that need to be 1.000 .723
done.
I have a weekly schedule on
which I record fixed 1.000 .709
commitments.
I always complete tasks
1.000 .568
before they are due.
Despite interruptions, I get
1.000 .594
important tasks done.
I allocate the correct amount
1.000 .495
of time to tasks.
I find distractions to be very
1.000 .687
tempting.
Extraction Method: Principal Component Analysis.