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Interaction between time organization and participation dimensions among higher education students / Merav Porath [i 1 més]

By: Porath, Merav [autor].
Material type: materialTypeLabelArticleContent type: text Media type: informàtic Carrier type: recurs en líniaSubject(s): Teràpia Ocupacional | Estudiants universitaris | Participació | Organització del tempsOnline resources: Accés restringit usuaris EUIT
Contents:
Sara Rosenblum
In: BRITISH JOURNAL OF OCCUPATIONAL THERAPY 2019 MAI;82(5):306-315Summary: Introduction In today's academic world, higher education students from all study areas are expected to simultaneously cope with a variety of assignments, which increases stress levels. This tension may affect productivity, health and quality of life. Hence, it is important for students to adopt effective time organization and management techniques. This study aims to characterize time organization and participation dimensions, and the relationships between those dimensions among undergraduate students. Method The research sample consisted of 60 undergraduate students who completed several questionnaires: demographic, time organization and participation scales assessing daily time organization; an occupational questionnaire; and additional questions for assessing further daily participation dimensions that are unique to students. Results Time-organization ability related to and maintained a predictive relationship with individual daily participation aspects. Particularly, academic and daily routine constituted a majority (44%) of the students' time. Regression analysis indicated that the way the students' daily activities were organized in terms of time use explained between 12% and 18% of the variance of daily participation dimensions as performance, enjoyment and motivation levels. Conclusion Time-organization abilities significantly affected students' participation dimensions. Further research is recommended to help develop an assessment and intervention programme suiting student needs and enhancing their productivity potential and wellbeing.
List(s) this item appears in: Novetats bibliogràfiques. Articles. Maig 2019
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Item type Current location Collection Call number url Status Notes Date due Barcode
Journal article Journal article Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa
Internet
En línia Link to resource Not for loan 0001017287934
Journal Journal Escola Universitària d'Infermeria i Teràpia Ocupacional de Terrassa
Internet
En línia Link to resource Exclòs de préstec (Accés restringit) Consulta en línia 262471

Sara Rosenblum

Introduction
In today's academic world, higher education students from all study areas are expected to simultaneously cope with a variety of assignments, which increases stress levels. This tension may affect productivity, health and quality of life. Hence, it is important for students to adopt effective time organization and management techniques. This study aims to characterize time organization and participation dimensions, and the relationships between those dimensions among undergraduate students.
Method
The research sample consisted of 60 undergraduate students who completed several questionnaires: demographic, time organization and participation scales assessing daily time organization; an occupational questionnaire; and additional questions for assessing further daily participation dimensions that are unique to students.
Results
Time-organization ability related to and maintained a predictive relationship with individual daily participation aspects. Particularly, academic and daily routine constituted a majority (44%) of the students' time. Regression analysis indicated that the way the students' daily activities were organized in terms of time use explained between 12% and 18% of the variance of daily participation dimensions as performance, enjoyment and motivation levels.
Conclusion
Time-organization abilities significantly affected students' participation dimensions. Further research is recommended to help develop an assessment and intervention programme suiting student needs and enhancing their productivity potential and wellbeing.

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