1

Time Management, Academic Burnout, Test Anxiety and Self-efficacy

beliefs among College Students

Submitted by:

Fareeha Jabeen

ID: S2023238005

Resource Person: Dr. Haziq Mehmood

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Table of Contents

Chapter I Pg no.

Introduction………………………………………………………………………… 1

Background of the study…………………………………………………………... 1

Theoratical framework ……………………………………………………………… 4

Rational ……………………………………………………………………………... 7

Objective ……………………………………………………………………………. 7

Research question …………………………………………………………………… 7

Chapter II

Methodology ………………………………………………………………………... 8

Research design……………………………………………………………………… 8

Sampling technique …………………………………………………………………. 8

Inclusion criteria ……………………………………………………………………. 8

Exclusion criteria ……………………………………………………………………. 8

Instrument……………………………………………………………………………. 8

Procedure……………………………………………………………………………. 10

Ethical Consideration………………………………………………………………. 11

Chapter III

Statistical analysis…………………………………………………………………… 12

Expected outcome…………………………………………………………………… 12

Implementation ……………………………………………………………………… 12

References
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Chapter I
Introduction

Academic burnout can be considered a type of disorder occurring in an individual for

being exposed to stressful environments for extended periods of time, and its symptoms appear

in physical, psychological, emotional, and mental dimensions. Academic burnout is a significant

problem in the educational system at all levels of education, weakening academic performance

and wasting costs and human resources (Leupold, et.al. 2020). Hard and un motivating work is

the root cause of burnout, and its symptoms can take many various forms. Additionally, each

person's symptoms are unique (Yazdi, et. al., 2018).

It is possible to analyze academic burnout as a chronic reaction of pupils who have been

connected with academic needs from the beginning. Academic burnout is identified among

learners as weariness owing to academic demands and requirements, feeling gloomy about

merits, and low self-esteem. This results from the disparity between the kids' expectations and

skills in terms of their own academic success and those of other students (Vizoso, et.al. 2019).

Due to the greater academic and social responsibilities in college, studying there differs greatly

from high school and can be stressful and exhausting (Lin & Huang, 2014). Academic programs

are typically one of the aspects of life that include goals and duties that students frequently find it

difficult to dedicate time to. Academic achievement is also based on pupils' capacity for effective

time management and assignment completion. Encouragement from friends and family to aim

for excellent academic achievement (Lauren, et. al., 2018).

Time management a stable personality feature called disposition describes how people

organize and manage their time so as to maximize their available time. In order to operate

effectively and creatively, people must transition from passive, natural time management to
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active, systematic, deliberate, planned time distribution and utilization. An effective time

management style can boost undergraduates' enthusiasm, shorten the time it takes for coursework

to be completed, increase learning input, encourage independent study, and enhance academic

achievement (Ghadampour, 2016; Butcher, 2017; Erdemir, 2019). This strategy is chosen to

lessen test anxiety among students because time management skills are something that can be

taught and learned, and because not finishing homework is one of the reasons why students fail

academically and lose motivation to continue their studies (Panek, E. 2014).

It might be better to look at mediating factors in order to lessen the relationship between

students' academic burnout and time management. Test anxiety is one of these mediating

elements. Test anxiety is a prevalent occurrence among students and is viewed as an issue within

the educational system (Yahya, et. al., 2017). Test anxiety is the other factor that modifies the

association between students' self-efficacy beliefs and academic burnout in regard to time

management. Thus, the individual has faith in their capacity to regulate their thoughts, feelings,

and actions and to influence the outcomes of their actions (Andrea et. al., 2015).

Buckworth (2017) asserts that people's motives and behaviors are more significantly

influenced by their self-efficacy, meaning that those who have a high sense of self-worth are

more likely to try and insist on doing their homework. But those who have self-doubt quit

accomplishing their assignments. Consequently, people's self-efficacy serves as a motivating

factor. The purpose of current study to find a relationship between time management, academic

burnout with mediating role of test anxiety and self-efficacy among college students.
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1.1 Theoretical framework

1.1.1 Social cognitive theory

This theory describes the mechanisms via which people choose their college and career

paths, develop interests in education and the workforce, and achieve success and stability in both

their personal and professional lives. Academic burnout and time management are two

significant variables that can impact academic achievement, according to this idea (Lent, Brown,

& Hackett, 1994). Fatigue and a loss of interest brought on by prolonged stress and workload are

known as burnout. According to Maslach (1982) depersonalization, a lack of personal

accomplishment, and emotional weariness are its defining characteristics. Some students find

university life distressing since they are always under pressure to pass exams and earn a degree.

However, time management abilities are crucial for planning a study schedule or course load.

Time management abilities include organizing tasks ahead of time, setting priorities,

getting ready for tests, and adhering to students' timetables (Kirscenbaum & Perri,1982).

Achieving a balance between effective time management and study approaches can lead to

greater academic success (Powell, 2004). This approach is characterized by giving a central role

to individual variables such as self-efficacy, self-confidence and self-concept in the development

and evolution of burnout (Pines A.M., 2002; Cherniss C., 1993). Therefore, the current study

purpose investigates the relationship between time management and academic burnout among

college students.

1.1.2 Self-efficacy theory

The self-efficacy theory (Schaufeli, Maslach, & Marek, 1993) explains the phenomenon

of burnout. The social cognitive theory (SCT) was used by Bandura (1977a) to define the idea of
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self-efficacy. "People's judgment of their capabilities to organize and execute courses of action

required to attain designated types of performances" is how Bandura (1977b) defined self-

efficacy. Self-efficacy is known to be a powerful predictor of subsequent task-specific

performance, and the definitions of the concept ultimately relate to an individual's perception of

their own abilities in relation to a particular activity. Self-efficacy is favorably correlated with

behavioral changes both emotionally and vicariously, according to Bandura (1977a). After self-

efficacy was developed and proven, it was demonstrated to affect a performer's behavioral

patterns with reference to the amount of effort they would put forth. Efficacy expectations, based

on Bandura's (1977a) paradigm, were factors in activity selection. On the other hand, task

motivated behavior and subsequent performance are significantly influenced by self-efficacy.

The present study examines the relationship between time management, academic burnout with

mediating role of self-efficacy. Numerous research has concentrated on the test anxiety and

academic burnout, test anxiety and time management, and the role of self-efficacy beliefs in

reducing academic burnout.

Mahbobeh Faramarzi and Soraya Khafri (2017) conduct study to investigate how

academic students' self-efficacy is predicted by alexithymia, anxiety, and sadness. Cross-

sectional design was used in this study and the sample was consist of 133 students. Results

indicate Alexithymia and the three subscales measuring student self-efficacy had negative,

statistically significant correlations, according to Pearson correlation coefficients. Student self-

efficacy and feelings of anxiety or depression did not significantly correlate.

Another study examines the relationship between the time management disposition,

academic self-efficacy and learning burnout among undergraduates in the medical university. As

demonstrated by the results, time management disposition both directly and indirectly affects
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learning burnout in medical university undergraduates through academic self-efficacy (Yongmei

& Miner, 2019).

This study looks at the impact of teaching time management skills on lowering exam

Tehran is the target of university students' anxiety and carelessness in their studies. Tehran

University students who are conditioned as part of the statistical society are part of the study's

testing methodology. According to the results of the t-test dependent and covariance analysis,

teaching time management skills can significantly reduce test-related stress and university

students' carelessness in Tehran's universities (Ebrahim, et. al., 2017).

Morteza et.al. (2013) conducted study to investigate the relationship between

undergraduate students' self-efficacy and the quality of their learning experiences and academic

burnout. Using a stratified random sampling technique, 233 undergraduate students 106 males

and 127 women made up the sample. All of the associations between academic burnout and its

constituent parts with self-efficacy were statistically significant, according to correlation

coefficients. Furthermore, there was a strong association between the quality of the learning

experience and academic burnout and all of its components.

The purpose of this study is to first determine whether there is an empirical relationship

between academic burnout and thankfulness, and then to determine whether or not academic

burnout differs for male and female students. Descriptive correlative research is what this study

is. Using basic random sampling procedures, 197 respondents were selected as samples from the

entire population. The study's initial finding, according to the product-moment correlation, is that

there is a substantial inverse relationship between academic fatigue and thankfulness. Second,

the t-test results show that there is no statistically significant difference in academic burnout
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between male and female students, indicating that the likelihood of academic burnout is the same

for both genders of students (Friska, et. al., 2023).

1.2 Rational

The present study was aimed to find the relationship between time management,

academic burnout with mediating role of test anxiety and self-efficacy beliefs among college

students. While the previous study focused on university students, it is advised that similar

research be done on other populations, such as students in different educational levels (Zahra, et.

al., 2021). Among the useful suggestions are the statements made by university authorities and

experts that universities ought to be structured such that students can more greatly use of their

positive personality characteristics and behaviors, make progress by boosting their self-efficacy,

and avoid academic burnout, which keeps them from developing and moving on in their studies.

1.3 Objective

The objective of this study will be,

• To find the relationship between time management, academic burnout with the mediating

role of test anxiety and self-efficacy beliefs among college students.

1.4 Research questions

• Is there any significant relationship between time management and academic burnout

among students?

• Is there significant relationship between time management and academic burnout with the

mediating role of test anxiety and self-efficacy beliefs among college students?
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Chapter II

Methodology

2.1 Research design

In this study descriptive correlation design will be use to examine the relationship

between time management, academic burnout with mediating role of test anxiety and self-

efficacy among college students.

2.2 Sampling technique

In this study random sampling technique will be use to draw sample. Participants will

consist of 250 college students both private and government institute. Data will be collected

through different questionnaire.

2.2.1 Inclusion criteria

• The college students will be included.

• Age 16-20 years students will be included.

2.2.2 Exclusion criteria

• University students will be excluded.

• Students with any physically disability.

2.3 Instruments

Following instrument will be used to collect data.

2.3.1 Academic Burnout Questionnaire

2.3.2 Time Management Questionnaire

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2.3.3 The Test Anxiety Inventory

2.3.4 The General Self-Efficacy Scale

2.3.1 Academic Burnout Questionnaire

Bresó et al. (2007) develop the Academic Burnout Questionnaire. Total 15 items on this

questionnaire, and responses are given on a 5-point Likert scale (strongly disagree to strongly

agree). There are six items measuring academic inefficacy, four items measuring academic

indifference, and five items measuring academic burnout among the measurable components of

the questionnaire. Items 3, 6, 8, 9, 12, and 15 have inverse scores; Cronbach's Alpha found the

questionnaire's reliability to be 0.88 (Yu, et. al., 2016).

2.3.2 Time Management Questionnaire

Trueman and Hartley (1996) design the Time Management Questionnaire as a tool for

measuring time management. There are 14 items in this research instrument, and the scoring

technique employs a 5-point Likert scale, ranging from never to always, often, occasionally, and

seldom. Savari translated this questionnaire (2009). By using the Cronbach's alpha and bisection

methods, the reliability of this questionnaire was determined to be 0.88 and 0.63, respectively.

2.3.3 Test Anxiety Inventory

For all educational levels, Spielberger et al. (1978) created the test anxiety inventory.

There are twenty questions in this questionnaire. According to Taylor and Deane (2002), the

Cronbach's alpha coefficient was 0.86 on the questionnaire.

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2.3.4 The General Self-Efficacy Scale

Sherer et al. devised this scale (1982). The 17 items on this scale measure three different

characteristics of behavior: the desire to start a behavior, the persistence to finish the behavior,

and resistance to setbacks. The Likert scale with five options is used to score this scale, ranging

from 1 to 5. For the scale, Dougherty et al. (2007) reported a Cronbach's alpha coefficient of

0.84.

2.4 Procedure

The study will be conduct to investigate the relationship between time management,

academic burnout with mediating role of test anxiety and self-efficacy beliefs among college

students. The research methodology will be using a descriptive correlation and structured

questionnaire will be used to collect data. The data will be collected from 250 participants both

male and female from private and government colleges. Permission will be pursued from higher

authorities of these institutes. Participants will be briefs about the research before data collection.

Instructions will be given to participant before presenting the questionnaire. Privacy and

confidentiality of the personal data will be assured to participants. After data collection, the

scoring will be done by using scoring keys and data will be analyze by using SPSS. After

analysis will be report according to APA format 7th edition.

2.5 Ethical consideration

Permission will be takes from the authors of assessment tools through mail. Informed

consent will be provided from all the participants prior to the study. The researcher will be taking

consideration steps for privacy and confidentiality. Obtained information will be used only for

study purpose. Respect for the dignity of research participants should be prioritized. All the
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participants will be assured that their confidentiality and private information will not be revealed.

Confidentiality will be maintained and do not reveal their information to others. The necessary

information will be given about expected harm or risk and researcher will try to minimize the

effect of harm.
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Chapter III

Results

3.1 Statistical analysis

After collecting the data, the person product moment correlation and multiple regression

will be use through SPSS to find out the relationship between time management, academic

burnout out with the mediating role of test anxiety and self-efficacy among college students.

3.2 Expected outcome

The aim of this study to provide the relationship between time management, academic

burnout, test anxiety and self-beliefs among college students. The results will be significant

relationship between time management and academic burnout and also signification relationship

between time management and academic burnout with the mediating role of test anxiety and self-

beliefs among college students.

3.3 Implementation plan

This research project will take between 5 to 6 months to complete. During this time,

which could take 3 to 4 weeks, the survey questions will be designed. After that, data gathering

and the recruitment of a diverse sample of 250 students will take place over the course of 4 to 6

weeks. It should take 5 to 8 weeks to analyze data using statistical tools like SPSS and write an

in-depth study report. Regarding the budget, the anticipated costs include PKR 30,000 to 35,000

for transportation and the printing and distribution of questionnaires.

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