Decreasing students' stress through time management training: an intervention study

• Autores: Alexander Häfner, Verena Oberst, Armin Stock
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 30, Nº 1, 2015, págs. 81-94
• Idioma: español
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• Resumen

  • The aim of this study was to examine the effects of a time management training program on perceived control of time and perceived stress in the context of higher education.

    Twenty-three undergraduate students attended a time management training intervention and reported demands, perceived stress and perceived control of time directly before 2 and 4 weeks after training. We used a �non-equivalent dependent variable design� (Cook and Campbell, Quasi-experimentation: design and analysis for field settings, p. 118, 1979) with perceived stress and perceived control of time as dependent variables, which should be influenced by the training, and demands as control variable, which should not be changed. As expected, perceived stress decreased and perceived control of time increased after training, whereas demands did not change. Therefore, time management training might be beneficial for undergraduate students' well-being. Nevertheless, more intervention studies in this field are necessary, especially with lager samples, to contribute to more robust results and conclusions.