Planificación y gestión del tiempo académico de estudiantes universitarios

Abstract

This study evaluates and characterizes planning and time management strategies of university students. The methodology is mixed, quantitative and qualitative. Seventy-two first and second year university students are surveyed by applying an adapted planning sub-scale: metacognitive awareness inventory (MAI). The results show that there are no significant differences between gender, working hours, commitment to work, previous university studies, formulation of objectives, and academic performance. Text analysis for students with high and low academic performances show differences in time planning and prioritization strategies, support tools, and formulation of study objectives. In conclusion, there are differences in student descriptions of planning and time management tools and strategies depending on their academic performances and on the following variables: gender, working hours, commitment to work, previous university studies, and formulation of objectives.