ArticleFrontiers in psychology2026
Time management disposition and academic self-efficacy as predictors of learning well-being among Chinese university students: evidence for a mediation mechanism.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Learning well-being is an important indicator of students' positive academic experience, yet the mechanisms linking time management disposition to learning well-being remain insufficiently understood, particularly among Chinese university students born after 2000. This study examined the relationships among time management disposition, academic self-efficacy, and learning well-being, with a particular focus on the mediating role of academic self-efficacy. A questionnaire survey was conducted among 600 Chinese undergraduates from four universities using the College Students' Learning Well-Being Scale, the Adolescents' Time Management Disposition Scale, and the Academic Self-Efficacy Questionnaire. Data were analyzed through reliability and validity testing, Pearson correlation analysis, multiple regression analysis, and Bootstrap mediation analysis. The results showed that time management disposition, academic self-efficacy, and learning well-being were all at moderately high levels and were significantly positively correlated. Time efficacy and learning ability self-efficacy emerged as the most stable and strongest positive predictors across multiple dimensions of learning well-being. Mediation analyses further indicated that academic self-efficacy significantly mediated the relationship between time management disposition and learning well-being: time efficacy enhanced academic self-efficacy, which in turn promoted learning well-being, while time value and time monitoring also exerted indirect effects through ability-related and behavior-related efficacy, respectively. These findings suggest that time management disposition contributes to learning well-being both directly and indirectly through academic self-efficacy, extending the literature on self-regulated learning and student well-being by clarifying an efficacy-based mechanism underlying this relationship. Practically, universities may enhance students' learning well-being by combining time management training with interventions aimed at strengthening academic self-efficacy.
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