Relationship Between College Students’ Time Management Disposition And English Academic Self-efficacy

Time management disposition is a kind of personality trait that reflects the way individuals use and control time.English academic self-efficacy refers to an individual’s belief in his or her ability to learn and use English.Many studies have proved that time management disposition and academic self-efficacy are two important factors affecting academic achievement.College students are a special group of the society and play an important role in constructing the nation and serving the community.They face increasing pressure in employment at the same time.Under this situation,improving the overall quality of college students to achieve all-round development has become an important task of university education.Therefore,the research on college students is conducted in full swing.This thesis intended to carry on a correlated research in regard to time management disposition and English academic self-efficacy of college students in the hope of getting significant conclusions,giving some solutions and providing help for the improvement in college students’overall quality.In this research,Adolescence Time Management Disposition Questionnaire（compiled by Huang Xiting,2001;Cronbachα=0.952;KMO value=0.849）,English Academic Self-efficacy Questionnaire（compiled by Zhang Shufen,2007;Cronbachα=0.907;KMO value=0.818）and an interview are adopted to investigate 235non-English major students randomly selected from a college in Nanchang.The aim of the research is to explore four problems:（1）What is the general picture of the college students’time management disposition?And what about their English academic self-efficacy?（2）Is there any significant difference between male students and female students in relation to the time management disposition?And what about their English academic self-efficacy?（3）Is there any significant difference between the high-proficiency group and low-proficiency group in relation to the college students’time management disposition?And what about their English academic self-efficacy?（4）Which,of so many of time management disposition dimensions,may have a significant predictive effect on college students’English academic self-efficacy?Collected data were analyzed by independent sample t-test,Pearson correlation analysis and regression analysis.8 students were interviewed.The results are listed as follows:（1）College students’time management disposition（M=3.361）and English academic self-efficacy（M=3.148）were at a moderate level.The average score of the sense of time efficacy is the highest（M=3.608）while the sense of time control is the lowest（M=3.211）.College students think they can learn English well through their efforts and achieve their goals（M=3.547）,but they feel they have no ability to study English（M=2.755）.（2）There is a significant gender difference in time management disposition（t=-3.306;p=0.001<0.01）but no gender difference in English academic self-efficacy（t=0.067;p=0.947>0.05）.（3）There is a significant difference in time management disposition（t=15.462;p=0.000<0.01）and English academic self-efficacy（t=6.949;p=0.000<0.01）between the high-proficiency group and the low-proficiency group.（4）There exists a significantly positive correlation between time management disposition and English academic self-efficacy(r=.509^**);the sense of time control and the sense of time efficacy have significantly predictive effect on English academic self-efficacy（sense of time control:regression coefficient（beta）=.301,sense of time efficacy:regression coefficient（beta）=.265）.It indicates that for each additional unit of the sense of time control,students’English self-efficacy increases by 0.301 units,and for each additional unit of the sense of time efficacy,students’English self-efficacy increases by 0.265 units.This study also provides some suggestions:（1）Strengthen the concept of time and draw up a time management plan;（2）Help students make proper attributions and set reasonable learning goals.（3）Set successful examples and develop successful education;（4）Establish harmonious classes to reduce students’learning anxiety;（5）Provide intervention and arrange group counseling for students.This study is of theoretical and practical significance for enhancing college students’time management ability and improving their English academic self-efficacy.