Chen Junchao
ABSTRACT
This study examined the relationship between college students’ time management ability, psychological controls, and their academic performance. Employing a mixed-methods approach that combined quantitative and qualitative analyses, the study investigated the role of these variables using data from 370 students at Guangdong Communication Polytechnic. Through a combination of questionnaire surveys and statistical analysis, the research explored how time management and psychological controls influence academic performance and reinforce one another. The findings reveal that time management ability is a critical determinant of academic success, encompassing skills such as goal setting, time planning and execution, and task prioritization. Students who demonstrate stronger time management skills generally exhibit higher learning efficiency and improved academic outcomes. Similarly, psychological controls were found to play a vital role in regulating academic performance across multiple dimensions: cognitive control enhances learning focus and information processing; emotional control promotes a stable and positive learning mindset; and self-regulation supports goal setting, self-monitoring, and reflective practices for continuous improvement. Further analysis demonstrated a significant synergistic effect between time management ability and psychological controls, indicating that these factors are mutually reinforcing and collectively contribute to better academic performance. Based on these findings, the study proposes practical recommendations for educational practitioners and stakeholders. By integrating strategies that strengthen time management and psychological control skills into academic programs, institutions can not only improve students’ academic achievement but also support their overall mental health, resilience, and long-term success.
Keywords: Time management ability; psychological controls; cognitive control; emotional control; self-regulation; academic performance; college students; educational psychology
https://doi.org/10.57180/cidc5449