SynthesisFrontiers in psychology2026
Systematic review and meta-analysis of the impact of time management on college students' learning outcomes.
Synthesis in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed.
- Development and validation of the college students' time management competence scale.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Time management strategies are critical components of self-regulated learning and a key factor influencing learning outcomes. Although the application of time management strategies to learning behaviors has increased, their outcomes remains a subject of debate. Currently, there is a paucity of reliable, data-driven research conclusions on this topic. This study employed a meta-analytic approach to investigate the primary effect of time management on college students' learning outcomes, as well as five categories of moderating variables. Methods: A meta-analysis was conducted on 31 studies published in both Chinese and English, utilizing CMA V3 software to analyze 33 aggregated independent samples (derived from 60 original effect sizes) derived from a total sample of 13,506 participants. Results: The results indicate that time management is significantly and moderately positively correlated with college students' learning outcomes ( Discussion: These results have practical implications for designing interventions that directly support the growth of students' self-regulation capacities via structured time management training.
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Registered trials
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