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Perceived instrumentality and time management planning as predictors of academic achievement
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Abstract(s)
Academic achievement has been the subject of extensive investigation, highlighting the importance of individual, cognitive, and behavioral factors that influence students’ performance. Among these, the perception of instrumentality
and short- and long-term time management planning stand out. The present
study, of a cross-sectional nature, aimed to analyze, through a structural equation model, the relationships between these variables and academic achievement, identifying the factors that most contribute to the performance of basic
education students. The sample comprised 750 students from the 3rd cycle of
Portuguese basic education (7th, 8th, and 9th years). The data collected included
information on perception of instrumentality, time management planning, and
academic results. Structural equation modelling was used to examine both direct and indirect effects of the variables on academic achievement. The results
revealed that both perception of instrumentality and effective time management, as global constructs, showed positive and significant effects on academic
achievement. These findings have practical implications for educational guidance and the development of study strategies, emphasizing the need for programs that promote competencies in instrumentality and time management to
enhance academic performance. Future research may explore specific interventions for strengthening these competencies and analyze variations in different
cultural contexts
Description
Keywords
Academic Achievement Perception of Instrumentality Time Management Planning Basic Education Structural Equation Modeling Utility-Value
Pedagogical Context
Citation
Lourenço, A., Valente, S., & Paiva, O. (2025). Perceived Instrumentality and Time Management Planning as Predictors of Academic Achievement. Creative Education, 16, 1270-1292. https://doi.org/10.4236/ce.2025.169078