18 SES 10 A, Issues and Controversies in Sport and Physical Education
Prediction of academic performance and the investigation of the factors related to academic success are very important area in higher education research (Ruban & McCoach, 2005). Recently, Karimi (2010) reported factors that have influence on academic performance as ability, motivation, self-efficacy, locus of control and goal orientations, self-regulatory learning strategies, personality traits of extraversion, neuroticism, agreeableness, conscientiousness and openness-to-experience, international student status, prior academic performance, gender, and age.
Social cognitive career theory (Lent, Brown, & Hackett, 1994) explains the processes, through which people develop educational and vocational interests, make academic and occupational choices and having success and stability in their educational and work life. According to this theory, two important factors that can affect academic performance were academic burnout and time management.
Burnout is fatigue and diminished interest caused by long-term stress and workload. According to the Maslach (1982) it is characterized by emotional exhaustion, depersonalization, and lack of personal accomplishment. University life sometimes results in distress for some students who are constantly being forced to pass exams and acquire a degree. On the other hand, time management skills are important in the organization of study or course load. Time management skills can be defined as planning in advance, prioritizing work, test preparation, and following schedules performed by students (Kirscenbaum & Perri,1982). According to Powell ( 2004) higher academic performance can be achieved by balancing time management and study techniques effectively.
The purpose of this study was to examine the relationships of academic performance with academic burnout and students’ time management skills among university students who were attending Physical Education and Sports Schools.
Alay, S., & Koçak, S. (2001) Validity and reliability of time management questionnaire. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 22, 9−13. Britton, B. K., & Tesser, A. (1991). 'Effects of time-management practices on college grades', Journal of Educational Psychology, 83,405−410. Karimi, F. K. (2010) Factors contributing to the academic performance of students in a private university in Kenya: A case of Daystar University The International Journal of Learning, 17 (8), 63−76. Kirscenbaum, D. S., & Perri, M. G. (1982) Improving academic competence and adults: a review of recent research. J Counselling Psychol, 29,76−94. Lent, R. W., Brown, S. D., & Hackett (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance.Journal of Vocational Behavior, 45, 79−122 [Monograph]. Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ: Prentice-Hall. Powell, D. H. (2004) Behavioral treatment of debilitating test anxiety among medical students. J Clin Psychol, 60, 853−65. Ruban, L. M., & McCoach, D. B. (2005). Gender differences in explaining grades using structural equation modelling. Review of Higher Education, 28, 475–502. Schaufeli, W.B., Martínez, I., Marqués-Pinto, A., Salanova, M., & Bakker, A.B. (2002). Burnout and engagement in university students: a cross national study. Journal of Cross Cultural Psychology, 33, 464−481.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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