Gail I. Hudson

Academic Performance of College Students: Influence of Time Spent Studying and Working

Todays college students are less prepared for college-level work than their predecessors. Once they get to college, they tend to spend fewer hours studying while spending more hours working, some even full time (D. T. Smart, C. A. Kelley, & J. S. Conant, 1999). In this study, the authors examined the effect of both time spent studying and time spent working on academic performance. The authors further evaluated the interaction of motivation and ability with study time and its effect on academic performance. The results suggested that nonability variables like motivation and study time significantly interact with ability to influence academic performance. Contrary to popular belief, the amount of time spent studying or at work had no direct influence on academic performance. The authors also addressed implications and direction for future research.

INFLUENCE OF PERCEIVED CONTROL OVER TIME ON COLLEGE STUDENTS' STRESS AND STRESS-RELATED OUTCOMES

Assertions that time management results in less stress, healthier employees, and more effective organizations have received little empirical examination. This study investigates the influence of perceived time management (operationalized as perceived control over time) as a stress coping strategy among college students. Also, the influence of perceived time management on valued student outcomes such as academic performance, problem-solving ability, and health are also investigated. Results from a sample of 164 college students found low levels of stress and high levels of academic performance, problem-solving ability, and health for students that perceived high levels of perceived control over time compared to students who perceived low control over time. Discussion of the study findings, implications, and direction for future research is presented.

Where Does the Time Go? A Diary Approach to Business and Marketing Students’ Time Use:

What are students doing with their time? Existing research mostly has focused on time used for study and/or work in relation to academic outcomes. This study uses a diary approach to explore business and marketing students’ time use encompassing all student activities, not just study or work. A clustering procedure resulted in two meaningful groups, campus-centered students (CCS) and life-centered students (LCS), that were similar in terms of students’ ability, gender, race, age, and so on but differed in that CCS worked fewer hours and spent more time studying, watching TV, and in entertainment than LCS. Perhaps most importantly, CCS achieved higher semester and cumulative grade point averages and perceived academic performance than LCS. Strategies are offered for faculty and administrators in terms of course and program design and delivery, including online and Web-assisted courses, syllabi that assist students in propitious time-management choices, chunking, personalization, and required time-use diaries.

A Profile of Today's Distance Learners: An Investigation of Demographic and Individual Difference Variables of Distance and Non-Distance Learners

ABSTRACT Distance learning has existed for more than a century (Huntley and Mather, 1999; Sherry, 1995). However, recent technological advances have rejuvenated the distance learning industry by making it possible for institutes of higher education to provide their services at many locations at the convenience of the student, without compromising quality (Magiera, 1994). As a result, the numbers of students that are taking courses at a distance have increased exponentially. As this market grows, it is important to determine how similar or different present day distance learners are from non-distance learners so that they might be better served. This study attempts to accomplish this task by comparing key demographic and individual difference variables of distance and non-distance learners. Results revealed significant differences in gender, age, employment status, motivation, and risk taking propensity between distance and non-distance learners. Study implications and directions for future research are also discussed.

The Second Course in Business Statistics and Its Role in Undergraduate Marketing Education

The emphasis on mechanics in business statistics courses poses a problem for marketing research instructors who teach their course with an application emphasis. Instructors of marketing research could find students ill prepared for the course. As a result, some marketing programs require students to take a research laboratory or break the research course into two parts of 3 credit hours each. This article outlines an alternative. Repositioning (reengineering) the second course in business statistics from a problem-solving orientation to a decision-making emphasis eliminates the need for an additional research course. A 2-year experience teaching the course shows students to be better prepared for the marketing research course. In addition, how to develop and assess key business skills such as communication, problem solving, decision making, and computer use in the course is also discussed. Assessment of outcomes is presently mandated by the American Assembly of Collegiate Schools of Business (AACSB).

The Impact of non-Intellectual Variables on the Academic Success of Business Students

The study investigated the impact of non-intellectual variables such as demographics, personality, and behavior as predictors of academic success for students who are early in their undergraduate career and students who are late in their undergraduate career. After controlling for intellect, non-intellectual variables explained between 16% and 23% of the variance in academic success of 269 business students. While student motivation was a significant predictor of academic success, behavioral variables such as time spent at work or time spent on studying did not show expected relationships with academic success. Implications for marketing education and direction for future research are also discussed.

Developing and assessing critical thinking skills in marketing students: The power of making explicit problem-solving processes

Abstract Applied research is a course that has been taught to develop and effectively assess critical thinking skills in marketing students. A modified version of the problem-solving model using explicit problem-solving processes is employed in the design of course material and delivery. Assessment data support students’ ability to critically think at both lower and higher levels. Assignments include creative and timely experiential exercises to reinforce important marketing concepts, encourage student interest, and develop critical thinking skills.