Time Management Strategies and Work Performance among College Working Students in Davao City
DOI:
https://doi.org/10.69569/jip.2026.417xKeywords:
Academic time management, College working students, Davao City, Personal time management, Work performanceAbstract
This study examined the relationship and predictive capacity of time-management strategies regarding the work performance of college working students in a selected higher education institution in Davao City. A quantitative, non-experimental descriptive-correlational design was employed using a cross-sectional self-report survey. The sample comprised 100 undergraduate students who were actively enrolled and employed at the time of data collection, selected via purposive sampling. Data were gathered using adapted, validated questionnaires measuring time-management strategies (work-related time management, academic time management, and personal time management) and work performance (task performance, contextual performance, and counterproductive work behavior). Data were analyzed using mean, standard deviation, Pearson product-moment correlation, and multiple linear regression analysis. Results revealed a high level of overall time-management practices (M = 4.09, SD = 0.49). Descriptively, academic time management obtained the highest mean (M = 4.13, SD = 0.66), followed by work-related time management (M = 4.08, SD = 0.54) and personal time management (M=4.07, SD=0.64). Overall self-reported work performance was high (M=3.88, SD=0.49), led by very high task performance (M=4.26, SD=0.55), high contextual performance (M=4.13, SD=0.58), and moderate counterproductive work behavior (M=3.27, SD=1.00). A significant positive association was observed between overall time-management strategies and overall work performance (r=.598, p<.001). Multiple linear regression indicated that time-management strategies significantly predicted work performance (R^2=.358, F (3,96) =17.821, p<.001). Standardized regression weights demonstrated that personal time management (β=.27, p=.005) and academic time management (β=.27, p=.008) yielded virtually equivalent predictive strength, alongside work-related time management (β=.22, p=.023). Findings align with Zimmerman’s (2000) Self-Regulation Theory, highlighting how self-directed planning across life domains statistically relates to workplace performance.
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