In this study, time management and study engagement among college students were examined, along with possible mediating factors. The results indicate that time management may influence study engagement by way of self-control and mobile phone dependence, offering theoretical backing for enhancing study engagement.
4.1 The relationship between time management and study engagement
This study examined 1,016 Chinese college students using a survey to determine the relationship between time management and study engagement. The results indicated that individuals who excel in time management also exhibit higher levels of study engagement, supporting the validity of Hypothesis 1. This finding is consistent with previous research conducted by various scholars [7-9]. Time management tendency, considered a multidimensional personality trait, comprises cognitive, emotional, and behavioral sub-dimensions. These dimensions not only reflect an individual's attitude towards time but also indicate how effectively they control and utilize time. Students who exhibit a high propensity for time management are able to effectively prioritize tasks, allocate time efficiently, experience a sense of accomplishment, enhance learning efficacy, and proactively address challenges. Conversely, students with a low inclination towards time management struggle to appreciate the importance of time, lack effective planning skills, exhibit weak control over their learning attitudes, and fail to fully engage in their academic pursuits, resulting in subpar academic performance. The research conducted by Zhao et al. (2012) [33] demonstrated that students who possess proficient time management skills are able to appreciate the importance of time, effectively assess and organize their time, and allocate the majority of their time to essential learning activities [8]. This results in enhanced personal investment of time and energy in learning and practice. Enhancing students' time management and planning capabilities facilitates their accurate and complete allocation of time to significant learning tasks, thereby progressively enhancing their study engagement [9].
4.2 The mediating effect of self-control
The findings of this research indicate that time management has a significant impact on study engagement, mediated by self-control. Improved self-control can enhance both time management skills and study engagement. Individuals with higher levels of time management tendencies demonstrate a belief in their ability to effectively manage their time, allocate tasks appropriately, and exhibit greater self-control [13].
Self-control has been found to be a significant predictor of study engagement, as evidenced by the positive correlation between levels of self-control and study engagement [21]. This phenomenon can be elucidated through the lenses of volitional control theory and self-regulated learning theory. According to the volitional control theory, successful learning requires not only internal motivation to drive individuals towards their goals, but also the presence of strong willpower to sustain their efforts until the desired outcome is achieved [34]. According to Simons et al. (2004) [35], setting valuable goals can enhance individuals’ sense of control and discipline, leading to improved self-control behaviors towards achieving their ultimate objectives as suggested by Miller and Brickman (2004) [36]. Additionally, the self-regulation learning theory underscores the proactive nature of individuals in regulating their behaviors and perceptions to effectively attain their learning objectives. Self-control, a key component of self-regulation, necessitates students to utilize their willpower to manage their actions, sustain focus during learning tasks, and enhance their engagement amidst learning challenges. Consequently, individuals with robust self-control tend to exhibit high levels of mental toughness, enabling them to mitigate the influence of adverse factors on goal attainment and enhance their engagement in learning activities [37].
4.3 The mediating effect of mobile phone dependence
This study demonstrates that mobile phone dependence serves as an indirect mediator in the relationship between time management and study engagement among college students, providing support for Hypothesis 3.
Existing research on Internet addiction indicates that effective time management strategies are crucial for addressing problematic Internet usage. Furthermore, time management tendencies, considered as a dimension of personality traits, are significantly associated with addictive behaviors. Effective time management involves reducing reliance on mobile phones by enhancing self-control, minimizing impulsive phone use, and bolstering self-efficacy. Time management plays a crucial role in enabling individuals to regulate their behavior and decision-making processes, thereby diminishing their reliance on mobile phones. Additionally, effective time management aids individuals in managing their attention and curbing impulsive mobile phones usage. Moreover, the practice of time management empowers individuals to take charge of their personal and professional responsibilities, fostering a heightened sense of self-efficacy. By successfully managing their time and accomplishing tasks, individuals may experience increased confidence and self-esteem, ultimately reducing their dependence on mobile phones.
The theory of media dependence posits that increased reliance on a medium, such as a mobile phone, leads to a greater influence of the medium on the individual [38]. Higher levels of mobile phone dependence are associated with more pronounced negative effects on the individual, particularly in the context of college students' study engagement. Research has demonstrated that mobile phone dependence is a significant predictor of decreased study time and effort, aligning with the findings of this study [39]. Excessive reliance on mobile phones among college students can impede study time, disrupt normal work and rest routines, diminish sleep quality [40], deplete energy needed for study engagement, and ultimately decrease overall study engagement. Additionally, mobile phone dependence is associated with heightened risk of negative emotions like depression and anxiety [41], which can further contribute to decreased attention and reduced learning efficacy [42]. Based on the above, mobile phone dependence has a negative impact on individuals' cognition, emotions, and daily learning behaviors, which in turn leads to a decrease in the level of individuals’ engagement in learning.
4.4 The chain mediating effects of self-control and mobile phone dependence
Self-control and mobile phone dependence mediated the chain between time management and study engagement in college students, which tested Hypothesis 4.
Both time management and self-control play crucial roles in influencing the academic performance of adolescents. Within the framework of the three-dimensional structure of time management tendency, the dimension of time monitoring, which encompasses activities such as scheduling, goal setting, and time allocation [27], serves as a tangible representation of an individual’s self-control capacity in managing time effectively. Numerous studies have confirmed a significant positive relationship between self-control and time management, with findings suggesting that individuals with low self-control tend to exhibit poor time management tendencies as a result of challenges in regulating and restraining their own psychological and behavioral impulses, ultimately leading to decreased investment in learning. This relationship has been supported by previous research [42].
Self-control, as posited by Billieux et al (2007), is a crucial individual factor impacting mobile phone dependence [43]. This phenomenon can be elucidated through the dual-systems theoretical model and the use-satisfaction theory. The dual-systems theoretical model posits that individuals with higher levels of self-control possess a reflexive system that is sufficiently robust to regulate impulsive behaviors, thereby enabling them to manage their urges to use mobile phones and mitigate problematic usage patterns [44]. Parker and Plank’s (2000) use-satisfaction theory suggests that the interactive and convenient nature of mobile phones fulfills an individual’s social needs, with lower levels of self-control correlating with increased difficulty in suppressing the impulse to use mobile phones and a heightened likelihood of developing dependence on them [45]. Empirical research has further indicated that an individual’s self-control capacity, defined as the ability to resist immediate temptations, suppress inappropriate impulses and behaviors through logical reasoning, and attain objectives in the absence of external limitations, serves as a detrimental predictor of mobile phone dependence [46]. Research has established a correlation between mobile phone dependency and study engagement, particularly among college students. Studies have indicated that the extent of mobile phone dependency among college students is inversely related to their level of study engagement [47]. The abundance of content available on mobile phones serves as an external source of distraction for college students, potentially undermining their academic focus. Failure to effectively manage the balance between mobile phone usage and academic responsibilities may predispose individuals to diminished study engagement.