UNIVERSITY OF ECONOMICS HO CHI MINH CITY

COLLEGE OF BUSINESS

FACTORS AFFECTING TIME

MANAGEMENT SKILL OF FIRST-YEAR
STUDENTS AT UEH
LECTURER: Mr. Hoang Trong
CLASS: 2024 HKC Statistic – Friday afternoon
class
STUDENT’S CLASS: LMF001
GROUP: 5
LIST OF MEMBERS Lê Quốc Khánh
Nguyễn Ngọc Duy
Nguyễn Sương Trà
Vũ Huy Quân

HO CHI MINH CITY

DECEMBER 2024

1
 LIST OF GROUP MEMBERS
Group: 05
CONTRIBUTION RATE

No. Full name Student ID % Contribution

1 Lê Quốc Khánh 31241023774 25

2 Nguyễn Ngọc Duy 31241022305 25

3 Nguyễn Sương Trà 31241028020 25

4 Vũ Huy Quân 31241027826 25

Total 100

2
 ABSTRACT

This research explored personal behaviors and examined their impact on first-year students’ time
management skill in UEH University. To address this, the authors proposed a research model based on
previous studies with 3 independent variables as following Social Networking Addiction (SNA),
Academic Procrastination (AP), Involvement in Extracurricular Activities (IEA) and one dependent
variable Time Management Skills (TMS), which is measured by Short-range Planning (SRP), Time
Attitudes (TA), and Long-range Planning (LRP). Convenience sampling was used to collect data
through a questionnaire on Google Form with 208 students who took the survey. Cronbach’s Alpha
was used to test the reliability of the data and Principle-component analysis of dependent and
independent variables revealed 3 and 2 components, respectively. Pearson correlation revealed that IEA
was positively correlated with TMS, while the reverse was true for SNA and TA. Following multiple-
variable regression analysis, it is concluded that IEA had the highest, positive impact on SRP, while
SNA had the highest influence on TA and LRP. The study suggested methods for effective time
allocation and avoiding unbeneficial habits.

Keywords: time management skills, social networking addiction, academic procrastination,

extracurricular activities, first-year students.

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 TABLE OF CONTENTS

LIST OF GROUP MEMBERS..................................................................................................................2

ABSTRACT...............................................................................................................................................3
TABLE OF CONTENTS...........................................................................................................................4
LIST OF SIGNS AND ACRONYMS.......................................................................................................7
LIST OF TABLES.....................................................................................................................................8
LIST OF FIGURES.................................................................................................................................10
CHAPTER I: INTRODUCTION.............................................................................................................11
1.1. Problem statement....................................................................................................................11
1.2. Research objectives and scope.................................................................................................11
1.2.1. Overall Objective...................................................................................................11
1.2.2. Detailed Objectives:...............................................................................................11
1.2.3. Research question..................................................................................................11
1.2.4. Research scope.......................................................................................................12
CHAPTER II: LITERATURE REVIEW................................................................................................13
2.1. Definitions................................................................................................................................13
2.1.1. Time Management Skill........................................................................................13
2.1.2. Social Networking Addiction................................................................................13
2.1.3. Academic Procrastination......................................................................................13
2.1.4. Involvement in Extracurricular Activities.............................................................13
2.2. Theories....................................................................................................................................13
2.2.1. Theory of Planned Behavior..................................................................................13
2.2.2. Goal-setting Theory...............................................................................................15
2.3. Summary of previous studies & variables...............................................................................15
2.4. Hypothesis development..........................................................................................................23
2.4.1. Social Networking Addiction................................................................................23
2.4.2. Academic Procrastination......................................................................................24
2.4.3. Involvement in Extracurricular Activities.............................................................25
2.5. Proposed research model.........................................................................................................25
CHAPTER III: RESEARCH METHOD.................................................................................................27
3.1. Research methods of the topic:................................................................................................27
3.1.1. Methods of analysis and synthesis:........................................................................27

4
 3.1.2. The method of data collection:..............................................................................27
3.2. Research process......................................................................................................................27
3.3. Measurement of scale..............................................................................................................28
3.3.1. Social Networking Addiction scale.......................................................................28
3.3.2. Academic Procrastination scale.............................................................................29
3.3.3. Involvement in extracurricular activities scale......................................................29
3.3.4. Time Management Skills scale..............................................................................31
3.4. Qualitative research.................................................................................................................32
3.4.1. Research subject....................................................................................................33
3.4.2. Sample size............................................................................................................33
3.4.3. Choose a research sample size...............................................................................33
3.5. Data analysis method...............................................................................................................34
3.5.1. Reliability Test: Reliability Test of Cronbach’s Alpha.........................................34
3.5.2. EFA- Exploratory Factor Analysis........................................................................34
3.5.3. Pearson Correlation Test........................................................................................35
3.5.4. Multi-variable Regression Analysis.......................................................................35
CHAPTER IV: RESEARCH RESULTS.................................................................................................36
4.1. Descriptive statistics of the survey sample..............................................................................36
4.1.1. Gender and residence demographic.......................................................................36
4.1.2. UEH students’ training units.................................................................................37
4.2. Analytical data from key questions..........................................................................................37
4.2.1. Reliability test: Cronbach’s Alpha.........................................................................37
4.2.2. EFA - exploratory factor analysis..........................................................................42
4.3. Pearson Correlation Analysis...................................................................................................49
4.3.1. The correlation between Social Networking Addiction and Time Management Skills
50
4.3.2. The correlation between Academic Procrastination and Time Management Skills50
4.3.3. The correlation between Psychological Cognition and Time Management Skills50
4.4. Multiple-variable Regression Analysis....................................................................................51
4.4.1. Check the model fit and significance of the regression analysis...........................51
4.4.2. Normality testing for residuals..............................................................................54
4.4.3. Hypothesis Testing................................................................................................60
CHAPTER V: CONCLUSION AND RECOMMENDATION..............................................................64

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 5.1. Conclusion...............................................................................................................................64
5.2. Recommendations....................................................................................................................64
5.3. Limitation and future development..........................................................................................64
5.3.1. Limitation..............................................................................................................64
5.3.2. Development..........................................................................................................65
REFERENCES........................................................................................................................................66
APPENDIX..............................................................................................................................................69
Appendix 1: The content of the survey................................................................................................69
Appendix 2: Result of Cronbach’s Alpha............................................................................................73
Appendix 3: Results of EFA................................................................................................................76
Appendix 4: Results of Pearson Correlation and Regression analysis.................................................78

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 LIST OF SIGNS AND ACRONYMS
Abbreviation Meaning
UEH University of Economics Ho Chi Minh City
TMS Time Management Skills
SNA Social Networking Addiction
AP Academic Procrastination
IEA Involvement in Extracurricular Activities
SRP Short-range Planning
TA Time Attitudes
LRP Long-range Planning
GST Goat Setting Theory
TPB Theory of Planned Behavior

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 LIST OF TABLES

Table 1. Summary of previous studies.....................................................................................................17

Table 2. Summary of independent variables affecting time management skills.....................................22
Table 3. Social Networking Addiction Scale...........................................................................................29
Table 4. Academic Procrastination Scale................................................................................................30
Table 5. Involvement in Extracurricular Activities Scale........................................................................31
Table 6. Time Management Skills Scale.................................................................................................32
Table 7. Reliability Test for the scale “Social Networking Addiction”...................................................38
Table 8. Reliability Test for the scale "Academic Procrastination"........................................................39
Table 9. Reliability Test for the scale "Involvement in Extracurricular Activities"................................40
Table 10. Reliability Test for the scale "Short-range Planning"..............................................................41
Table 11. Reliability Test for the scale "Time Attitudes"........................................................................42
Table 12. Reliability Test for the scale "Long-range Planning"..............................................................42
Table 13. Result of KMO and Bartlett tests of independent variables....................................................43
Table 14. Factor Loading for 3 variables.................................................................................................44
Table 15. Total Variance Explained........................................................................................................45
Table 16. Results of KMO and Barlett's tests of dependent variables.....................................................45
Table 17. Factor loading for dependent variables (1st run).....................................................................46
Table 18. Results of KMO and Barlett's tests for dependent variable (2nd run).....................................47
Table 19. Factor loading for dependent variables (2nd run)....................................................................47
Table 20. Results of KMO and Barlett's tests for dependent variables (3rd run)....................................48
Table 21. Factor loading for dependent variables (3rd run)....................................................................49
Table 22. Total variance explained (3rd run)...........................................................................................49
Table 23. Pearson Correlation for Short-range Planning and independent variables..............................50
Table 24. Pearson Correlation for Time Attitudes and independent variables........................................50
Table 25. Pearson Correlation for Long-range Planning and independent variables..............................51
Table 26. Model Fit for Short-Range Planning.......................................................................................52
Table 27. Analysis Of Variance for Short-range Planning......................................................................53
Table 28. Model Fit for Time Attitudes...................................................................................................53
Table 29. Analysis of Variance for Time Attitudes.................................................................................54
Table 30. Model Fit for Long-range Planning.........................................................................................54
Table 31. Analysis of Variance for Long-range Planning.......................................................................55

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Table 32. Regression Results for Short-range Planning..........................................................................61
Table 33. Regression Results for Time Attitudes....................................................................................62
Table 34. Regression Results for Long-range Planning..........................................................................62
Table 35. Hypothesis testing results........................................................................................................63

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 LIST OF FIGURES

Figure 1. The Theory of Planned Behavior Model..................................................................................15

Figure 2. Proposed research model..........................................................................................................26
Figure 3. Research process......................................................................................................................27
Figure 4. Gender distribution of the sample............................................................................................36
Figure 5. Residence distribution of the sample........................................................................................36
Figure 6. Training unit distribution of the sample...................................................................................37
Figure 7. Normalized Residual Frequency chart Histogram...................................................................55
Figure 8. Normalized Residual Frequency Normal P-P Plot...................................................................56
Figure 9. Normalized Residual Frequency Scatterplot............................................................................56
Figure 10. Normalized Residual Frequency Histogram..........................................................................57
Figure 11. Normalized Residual Frequency Normal P-P Plot.................................................................57
Figure 12. Normalized Residual Frequency Scatterplot..........................................................................58
Figure 13. Normalized Residual Frequency Histogram..........................................................................58
Figure 14. Normalized Residual Frequency Normal P-P Plot.................................................................59
Figure 15. Normalized Residual Frequency Scatterplot..........................................................................59

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 CHAPTER I: INTRODUCTION
1.1. Problem statement
Time management is an important skill in working and daily life. For college students, especially
freshmen, the ability to manage time effectively is a decisive factor in laying a solid foundation to
maintain a balanced life. After entering college, students must arrange their time independently because
they are are no longer supervised by parents and teachers like in high school. This can make them feel
overwhelmed because of heavy workloads from studying, participating in extracurricular activities, and
maintaining interpersonal relationships.
Although the University of Economics of Ho Chi Minh City (UEH) offers many resources to support
students in time management, first-year students still have difficulty applying these skills. Some
students have problems with poor planning, lack of organization in completing assignments, and often
procrastinate on their studies. These problems are worrying because if students cannot manage their
time well, they will have trouble finishing assignments on time, which can lead to low grades and
higher stress, affecting their overall performance in school.
The purpose of this study is to identify factors that influence TMS among first-year students at UEH.
Time management is believed to have a positive relationship with academic performance and their
physical and mental well-being. By researching these relationships, the research can help students
organize their tasks more effectively, lower their stress levels, and enhance their overall academic
experience.
1.2. Research objectives and scope
1.2.1. Overall Objective
The overall objective of this research is to examine the factors that affect the TMS of first-year students
at the UEH. The study aims to provide a comprehensive understanding of how different personal
factors influence students' time management abilities.
1.2.2. Detailed Objectives:
- To identify the factors that affect TMS in first-year students
- To assess the practices, such as techniques and personal habits used by first-year students at
UEH to manage their time effectively that help them stay planned and organized.
- To suggest recommendations to help improve the TMS.

1.2.3. Research question

From the given detailed objective, this study seeks to answer the following research questions:

11
 - Which factors influence the time management skills of first-year students at UEH?
- How much do these factors affect the time management skills of first-year students? What
factors have positive/negative influence on time management skills?
- What can the research group suggest to improve time management skills among first-year
students at UEH?
1.2.4. Research scope
- Timeframe: The research is carried out throughout December 2024.
- Target Population: The research will focus on first-year students studying at UEH. Data will be
collected from students across different faculties and institutions.

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 CHAPTER II: LITERATURE REVIEW
1.3. Definitions
1.3.1. Time Management Skill
Students' time is a limited resource, and like other limited resources, time can be more or less
effectively managed. Time management skills have been the subject of an extensive popular literature
(Bliss, 1976; Greene, 1969; Lakein, 1973; Britton and Tesser, 1991). Time management is a concept
that includes many skills such as goal setting, organizing, planning, communication, and stress
management regarding how people can manage their time and work. (Merve Altiner Yas MSc et al.,
2020)
1.3.2. Social Networking Addiction
SNA refers to the overuse of social media platforms, which can have detrimental influence on various
aspects of an individual's life, including academic performance, work, and relationships. According to
Kuss and Griffiths (2011), SNA involves the excessive use of social networking sites, leading to the
unawareness of personal responsibilities, academic work, and face-to-face social interaction (p. 3530).
This addiction can disrupt effective time management and mitigate productivity in other aspects of life,
especially study.
1.3.3. Academic Procrastination
AP is the term used to describe students' suspension of assignments even when they are aware that
doing so could lead to negative consequences, such bad grades or increased academic stress. Steel
(2007) defined AP as an intended postponement of a to-do tasks, despite the awareness of adverse
consequences (p. 65). This behavior often stems from emotional factors such as anxiety or lack of
motivation, leading to delays in academic work and a declined academic performance.
1.3.4. Involvement in Extracurricular Activities
IEA refers to the participation of students in activities besides formal academic work, such as sports,
events, music, or volunteer. According to Barber, Eccles, and Stone (2001), extracurricular activities
can develop adolescent development, including enhancement in social skills, self-esteem, and overall
mental well-being (p. 505). However, if students do not excel at maintain a balance between their
extracurricular and school work, participating in these activities can become overwhelming, despite
benefits like better social adjustment and personal growth. Getting involved in extracurricular activities
too much might cause time management problems, which can lead to stress and poor academic
achievement.

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1.4. Theories
1.4.1. Theory of Planned Behavior
TPB is a psychological theory introduced by Icek Azjen in 1991, used to understand and predict
behaviors. In this theory, Azjen affirms that that behaviors are determined by behavioral intentions and
under certain circumstances, perceived behavioral control. Azjen also pointed out three determinants of
human behaviors, including attitudes toward the behavior, subjective norms, and perceived behavioral
control.
- Attitudes refers to how an individual perceives a behavior as positive or negative, and this is
shaped by beliefs about the outcome of a particular behavior. Thus, students are more likely to
perform time management if they believe it has a positive impact on their academic
performance, reduce stress, and bring greater personal satisfaction. In the Time Management
Questionnaire (Britton and Tesser, 1991), the time attitudes dimension measures the attitude
towards time, with positive views such as constructive time use and control of time.
- Subjective norms refer to the social pressure or expectations to decide whether or not they
should perform a certain behavior. This pressure usually comes from close individuals in their
lives, such as family, friends, or instructors, and is formed by social values and societal
expectations. Students may be more motivated to move forward time management in the event
that they accept that those around them, especially those they respect, anticipate and assess their
activities. However, in the context of this study, this aspect is relatively irrelevant as the
research group do not take into account the interpersonal relationships as an independent
variable.
- Perceived behavioral control refers to a person’s beliefs about their ability to perform a specific
behavior and is shaped by internal factors (e.g., skills and confidence) and external resources
(e.g., time or tools). In correlation with TMS, students who believe they are able to prioritize
tasks, setting boundaries, and time allocation are more likely to develop higher TMS habits,
whereas those with weak perceived behavioral control may struggle with distractions and
unstructured schedules.

14
 Figure 1. The Theory of Planned Behavior Model

1.4.2. Goal-setting Theory

GST, developed by Locke and Latham in 1990, shown that conscious human behavior is regulated by
an individual's goals, which have two attributes that are content and intensity. The researchers stated
that by setting specific and challenging goals, individuals display higher levels of performance rather
than vague and easy goals (p.215). When given specific, challenging goals, people spontaneously make
plans and strategies to help reach the goals more effectively than is the case with easy goals.

This is mostly in line with Britton and Tesser’s Time Management Inventory, which identifies three
dimensions of time management that reflect the principles of the GST:
- Short-range planning involves specific actions like in-day priorities, daily to-do lists or
planning. This ensures that individuals stay focused on their daily tasks while maintaining
details of necessary steps to achieve their goals.
- Time attitudes highlight the perception of time as a valuable resource and maintaining a
proactive approach, which resonates with GST’s emphasis on commitment and self-discipline.
Individuals who value their time management higher are more likely to set clear, challenging
goals and commit to achieving them.
- Long-term planning reflects GST's principle of keeping focus and persistence toward larger
objectives. It involves dividing broader goals into manageable milestones, ensuring steady
progress toward long-term success.
1.5. Summary of previous studies & variables

15
Reading through more than 15 studies on factors affecting TMS, the research group selected 7 suitable
research articles and reports to refer to and use related variables. The descriptions in the table below
summarize the methods as well as the scope of this research topic.

Table 1. Summary of previous studies

Method/Scope of Content of
No. Name of research Theories
research Research
1 Research on factors affecting Theory of The research sample The study
student’s time management planned includes 525 examines TMS in
skills study at university of behaviour observations from the Accounting-
industry (Nguyễn Thị Thanh students in the Auditing
Loan, Nguyễn Thị My, Nguyễn Accounting - Auditing department at
Thị Thu, Trần Thị Ánh, Vương Faculty of the Hanoi University
Phương Ngân, Phạm Thị Hằng University of of Industry, using
Nga, 2024) Technology. The Ajzen's GST and
research team utilized Britton & Tesser's
SPSS 25 software for model. It finds
data analysis. The that habits, self-
study conducted awareness, and
descriptive statistics social networks
for each variable, ran positively
regression models, influence time
tested the management in
appropriateness of the goal setting,
model with the planning, and
research dataset, tested implementation.
for heteroscedasticity, Recommendation
and applied methods s for students and
to address the the university are
weaknesses of the provided to
model. improve time
management
practices

16
2 Time management: skill to learn The The sample used in This study
and put into practice (María conception this study is made up analyzes time
Alvarez Sainz and Ana M. of time, time of 304 students management
Ferrero,2019) management enrolled during the among
theories 2015–2016 academic Economics and
year in the different Business students
degrees offered at the at UPV/EHU,
Faculty of Economics finding that
and Business of the effective
University of the management
Basque Country depends on how
(UPV/EHU), students use their
representing 10 time. While short-
percent of the total term planning is
population of students prioritized, long-
term habits are
lacking. It
suggests
educational
intervention to
develop skills like
self-organization
and prioritization,
offering specific
actions to
improve time
management in
higher education.
3 Relationship between level of The TMS of The study was This study on 400
internet addiction and time the students conducted in a nursing nursing students
management skills among faculty in northwest in Turkey found a
nursing students (Merve Altiner Turkey, involving 400 significant
Yas MSc, Necmettin Isci PhD, nursing students who negative
Burcu Alacam PhD, Rabia volunteered. Power correlation
Caliskan BSN, Esengul Kulekci analysis was used to between internet
BSN, 2020) calculate the required addiction (IA) and
sample size, with time management
parameters of α = (TM) skills (p <
0.05, effect size (f2) = 0.05). The mean
0.20, and power = scores for IA and
99.05. Data were TM were 40.83 ±
collected using a 14.81 and 81.34 ±
personal information 11.91,
form, Internet respectively. The
Addiction Scale (IAS), study
and Time recommends

17
 Management incorporating
Inventory (TMI). effective time
management
strategies in
interventions to
promote
conscious internet
use among
students
4 Factors Affecting Time Time A total of 1208 This study
Management Ability among management students participated assessed time
Medical Sciences Students (TM) ability in the study. The study management
during the COVID-19 Pandemic and its categorized time (TM) skills
(Mohammadreza critical role management into among Iranian
Dinmohammadi, Hamed in academic short-term, long-term, medical students
Razaghpour, Mohammad Abdi, success and total planning during the
August 12, 2022) (good, moderate, COVID-19
poor). Descriptive pandemic. It
statistics were used, found that gender,
with parametric GPA, daily study
ANOVA and Pearson time, internet use,
correlation for work status, and
analysis. Multiple type of university
linear regression were significant
(MLR) tested predictors of TM
sociodemographic skills. The
factors as independent average TM score
variables and time was moderate,
management scores as highlighting the
the dependent importance of
variable. SPSS developing TMS,
software (v. 22.0) was especially during
used, with a the shift to virtual
significance level of learning. Data
<0.05 from 1183
students were
analyzed using
SPSS and
multiple linear
regression.
5 Factors affecting time Time The study involved This study
management practice: The case management 240 management explored factors
of undergraduate students of resource students and 15 affecting time
management program at St. (Claesses et experienced teachers. management
Mary's University (Emebet al., 2007) Data was analyzed practices of

18
 Yoseph, 2022) using SPSS version 20 management
with descriptive students at St.
statistics and Mary’s
inferential techniques. University. It
Pearson correlation found that
and regression transportation,
analysis examined university-related
relationships between factors, and social
independent variables media addiction
(e.g., transportation, had a strong
social media positive
addiction) and time relationship with
management practices. time management,
The mediation effect while
was tested using Saks' social/family
(2006) model factors had a
negative impact.
The study
recommends
workshops on
time management
and encouraging
students to
minimize social
media use to
improve academic
focus.
6 Examination of the Relation Relationship The study used two This study on 332
between Academic between AP scales: the Academic undergraduates
Procrastination and Time and TMS Procrastination Scale explores the
Management Skills of (Ocak & Bulut, 2015) relationship
Undergraduate Students in with four sub- between AP and
Terms of Some Variables dimensions, showing a time management.
(Gürbüz Ocak, Serkan Boyraz, reliability of 0.923, It finds a
2016) and the Time moderate,
Management negative
Questionnaire (Britton correlation
& Glynn, 1989; between the two.
adapted by Alay & Regression
Koçak, 2002), with analysis suggests
three sub-dimensions that time
and a reliability of management is a
0.73. Data from 342 significant
participants were predictor of
analyzed using procrastination.
descriptive statistics, However, no

19
 correlation, regression, significant
and two-way interaction was
ANOVA. To ensure found between
normal distribution, 10 time management
extreme values were levels and
excluded from the variables like
time management gender, housing
data. type, or major.
Students
generally exhibit
a middle level of
TMS and are
undecided about
their
procrastination
behaviors.
7 Perceptions of students and The The study analyzed This study
teachers on the role of perceptions data through explores the
extracurricular activities at a of the transcription, coding, impact of
private university in Myanmar students and and manual extracurricular
(Hnin Pwint Soe, 2014) teachers categorization to activities (ECAs)
related to identify patterns and on students at a
the role of themes, guided by private university
extracurricul research objectives. in Myanmar,
ar activities Document analysis highlighting
used research benefits such as
questions for improved social
categorization. and career skills,
Purposive sampling while also noting
selected ten students challenges like
and five teachers time management
experienced in and academic
extracurricular impacts.
activities (ECAs) from Strategies to
approximately 550 overcome barriers
students. Junior and include financial
senior students were support and
included for their ECA scheduling
experience, ensuring adjustments. The
diverse respondent study shows that
characteristics as ECAs align with
recommended by the university’s
Oppenheim (1992). mission and
The approach aimed to contribute to
provide meaningful students'
insights into the community

20
 research questions. involvement.

The studies summarized above covered a wide range of subjects, but mainly focus on university
students and the different factors affecting TMS. The group formed the table below to provided more
specific details on the independent variables extracted from the mentioned studies.

Table 2. Summary of independent variables affecting time management skills

Social Involvement in
Academic
No. Research Author networking extracurricular
procrastination
addiction activities

1 Research on Nguyễn Thị Thanh

factors Loan, Nguyễn Thị
affecting My, Nguyễn Thị Thu,
student’s time Trần Thị Ánh, Vương
✓
management Phương Ngân, Phạm
skill study at Thị Hằng Nga (2024)
university of
industry

2 Relationship Merve Altiner Yas

between level MSc, Necmettin Isci
of internet PhD, Burcu Alacam
addiction and PhD, Rabia Caliskan
time BSN, Esengul Kulekci ✓
management BSN (2020)
skills among
nursing
students

3 Factors Emebet Yoseph ✓

affecting time (2022)
management

21
 practice: The
case of
undergraduate
students of
management
program at
[Link]'s
University

4 Examination of Gürbüz Ocak, Serkan

the Relation Boyraz (2016)
between
Academic
Procrastination
and Time
✓
Management
Skills of
Undergraduate
Students in
Terms of Some
Variables

5 Perceptions of Hnin Pwint Soe

students and (2014)
teachers on the
role of
extracurricular ✓
activities at a
private
university in
Myanmar

22
 6 Success and Ashley Twehues
the Balance of (2013)
Commitment
and Time:
Effects of
Perceived
✓ ✓
Time
Management
Control on
College
Student
Performance

7 The Ayşe Nihan Arıbaş

Relationship of (2021)
Time
Management
and Academic ✓
Procrastination
: A Case of
University
Students

1.6. Hypothesis development

1.6.1. Social Networking Addiction
SNA does have an influence on first-year university students' TMS. Adapting to university life often
poses challenges for students in managing their time, especially in the digital age, where rapid
technological advancements have made electronic devices and social networks an important part of
daily life. This could potentially lead to excessive time spent on these platforms (Mboga, J. 2016).

According to the GST, seen behavioral control plays a part in predicting person behavior. Within the
setting of social media addiction, student’s perceptions of their capacity to control the time they spend

23
on social media directly influence their time management abilities. Those who lack self-control or
doubt their ability to limit social media use are more likely to feel overwhelmed. This can cause an
imbalance in how they divide their time between studying and other activities (Ajzen, 1991).
Improving self-control could help reduce the negative impact of social media addiction on TMS.

Social networks can help students stay connected and informed, but excessive use such as spending too
much time on social media during class or work is becoming a common issue. The research by Hou et
al. (2019) shows that SNA is increasingly prevalent among students. Although these platforms were
create to encourage connection and communication, they are frequently used for unproductive activities
like endless scrolling or aimless browsing. Such behavior disrupts students’ focus and has a significant
negative impact on their ability to manage their time effectively (Elphinston & Noller, 2011). Based on
these researches, hypothesis H1 is proposed:

H1: Social networking addiction has a significant, negative impact on time management skill.

1.6.2. Academic Procrastination

There has always been a correlation between AP and TMS. This relationship highlights that those who
evaluate time use, setting goals, planning, monitoring and prioritizing tasks to achieve goals have an
ability to prevent AP, which is considered as an intentional decision to avoid completing unfavored
tasks despite knowing the negative results of this postponement (Costa Júnior et al, 2023).

The TPB states that a person's intention of participating in an activity is greatly influenced by their
attitude towars thereof. When it comes to AP, students who view delaying assignments as harmless and
have a bad attitude toward time management are more likely to engage in this behavior. They are more
vulnerable to keep procrastinating if they believe it will provide them with short-term relief or allow
them to avoid unpleasant activities. If people change their mindset, for example, by realizing how
important time management is, they might stop putting things off and become better time managers
(Ajzen, 1991).

One of the key roots of AP is ineffective time management, according to Fior et al (2022). The author
emphasized that poor planning and lack of structured schedules undermine their ability to meet

24
deadlines and fulfill academic responsibilities On the other hand, disciplined students who rarely delay
tasks will enhance their TMS over time with repetitive practice, as stated in the study of Cyril (2015).
In other words, there is an inverse relationship between TMS and AP, as found in a study on
procrastination and time management (Selçuk Ün. Sos. Bil. Ens. Der., 2021). As AP increases, time
management decreases and vice versa. Based on the theories from these studies and research,
hypothesis H2 is proposed.

H2: Academic procrastination has a significant, negative impact on time management skill.

1.6.3. Involvement in Extracurricular Activities

Extracurricular activities, such as sports or music, create opportunities for students to develop valuable
personality traits. According to Valeria and Oksana (2015), students who participate more actively in
these activities tend to have better time management skills. This is because managing the extra
responsibilities requires careful planning and a structured approach to organizing their time.

The TPB emphasizes that a person's belief in their capacity to control and manage particular behaviors
impacts their activities. For extracurricular exercises, students who accept they can adjust these
exercises with scholarly duties are more likely to create strong time management abilities. Students
have the confidence to stay organized and complete tasks when they think they can effectively manage
their time. For instance, a student balancing homework, music, and soccer may feel overburdened.
However, they are more likely to effectively organize their time and stay on course if they have faith in
their ability to manage it. This demonstrates how students may manage their time and thrive in both
school and life by engaging in things they enjoy and feeling in control of their schedule (Ajzen, 1991).

Most studies show that being involved in organized activities improves time management skills (TMS).
Taking part in extracurricular activities helps students build TMS that are useful in school and later in
life (Kakungulu, 2024). Ashley Twehues (2013) also found that students who participate in
extracurricular activities on campus tend to do better in college because they feel they have better time
management skills. Based on these studies, hypothesis H3 is proposed.

H3: Involvement in extracurricular activities has a significantly positive time management skill.

25
1.7. Proposed research model

Figure 2. Proposed research model

26
 CHAPTER III: RESEARCH METHOD
1.8. Research methods of the topic:
1.8.1. Methods of analysis and synthesis:
To analyze the factors affecting TMS of first-year students at UEH, the researchers identified three key
variables: SNA, AP, and IEA. These variables were further broken down into specific questions.
Meanwhile, because TMS is a broad concept, the research group split it into three subscales: Short-
range Planning, Time Attitudes, and Long-range Planning. The analysis focused on how each factor
such as the distractions from social networking, procrastination and extracurricular involvement—
affects students’ TMS. The synthesis clarified how these factors collectively influence time
management.
1.8.2. The method of data collection:
A mixed-method approach was used. The researchers examined previous research on time management
and its relationship with the identified factors. Also, a survey was created and sent to first-year students
at UEH, gathering quantitative data on SNA, AP and AP
1.9. Research process

27
 Figure 3. Research process

1.10. Measurement of scale

The study utilized scales rooted in established theories and previously applied in global research. To
better suit students in Ho Chi Minh City, these scales were modified and shorten or expanded to be
suitable for the purpose of our group. The research incorporates four key constructs: (1) Social
Networking Addiction (denoted by SNA), (2) Academic Procrastination (denoted by AP), (3)
Involvement in Extracurricular Activities, (denoted by IEA), and (4) Time Management Skill (denoted
by TMS).
1.10.1. Social Networking Addiction scale
The scale of this variable is adapted based on Social Networking Addiction Scale of M.G. Shahnawaz
and Usama Rehman Citation: Shahnawaz, M., & Rehman, U. (2020). The adjusted scale includes 5
variables, designated for SNA1 to SNA5. In this scale, we used 5-point Likert-type scale rating from “1
= Totally disagree” to “5 = Totally agree”.

28
 Table 3. Social Networking Addiction Scale

Original Items Adapted items Source

While I work/study, my While I work/study, my mind Adapted from the Social

SNA1 mind remains on social remains on social networking Networking Addiction
networking sites. sites. Scale of Shahnawaz, M.

I go to social networking I go to social networking sites (2020)

SNA2 sites instantly after waking instantly after waking up in the

up in the morning. morning.

I check my social I check my social networking

SNA3 networking account before account before starting any task
starting any task or activity. or activity.

I check for updates on social I check for updates on social

networking sites while networking sites while
SNA4 studying/working. studying/working.

I become irritable whenever I become irritable whenever I

SNA5
I cannot log in to social cannot log in to social
networking sites networking sites

1.10.2. Academic Procrastination scale

The AP scale was shortened and validated by Yockey (2016) from the full-length 25-item scale by
McCloskey (2011). This scale includes 5 items, denoted from AP1 to AP5. A 5-point Likert-type scale
has been used to rate the items in this scale from “1 = Totally disagree” to “5 = Totally agree”.

Table 4. Academic Procrastination Scale

Original Items Adapted items Source

AP1 I put off projects until the last I put off projects until the Adapted from the
minute last minute “Academic procrastination

29
 I know I should work on school I know I should work on scale-short form” prepared
AP2 work, but I just don’t do it school work, but I just don’t by Yockey (2016) from the
do it orginal scale of McCloskey

I get distracted by other, more I get distracted by other, (2011)

fun, things when I am supposed more fun, things when I am

AP3
to work on schoolwork supposed to work on
schoolwork

When given an assignment, I When given an assignment, I

usually put it away and forget usually put it away and
AP4
about it until it is almost due. forget about it until it is
almost due.

I frequently find myself putting I frequently find myself

AP5 important deadlines off putting important deadlines
off

1.10.3. Involvement in extracurricular activities scale

The AP scale is adapted from The Extracurricular Involvement Inventory developed by Winston and
Massaro. This scale includes 5 observed variables, denoted from IEA1 to IEA5. A 5-point Likert-type
scale has been used to rate the items in this scale from “1 = Totally disagree” to “5 = Totally agree”.

Table 5. Involvement in Extracurricular Activities Scale

Original Items Adapted items Source

When I attended meetings, I I express my opinions and Adapted from The

expressed my opinion and/or take part in discussions in Extracurricular Involvement
IEA1 took part in the discussions. group meetings of the Inventory developed by
group/club/faculty’s youth Winston and Massaro
union (1987)

IEA2 When I was away from I talk with others about the
members of the activities of the
group/organization, I talked group/club/faculty’s youth

30
 with others about the union or wear their
organization and its activities, merchandise (shirt, nametag)
or wore a pin, jersey, etc. to to let others know about my
let others know about my involvement
membership

When the group/organization I make an effort to encourage

sponsored a program or other students to attend
IEA3 activity, I made an effort to activities that my
encourage other students group/club/faculty’s youth
and/or members to attend. union hosts

I volunteered or was assigned I volunteer or was assigned

responsibility to work on responsibility to work on a
IEA4 something that the task for group/club/faculty’s
group/organization needed to youth union
have done.

I fulfilled my assigned duties I fulfilled my tasks or

or responsibilities to the responsibilities to the
IEA5
group/organization on time. group/club/faculty’s youth
union on time
1.10.4. Time Management Skills scale
Based on The Time Management Questionnaire (TMQ) developed by Britton and Tesser (1991), the
Time Management Skill scale was created with 3 factors: Short-range planning, Long-range and Time
attitudes. There are 6 items of short-range planning, SRP1 through SRP6, 4 items of Time attitudes
(TA) and 4 items of Long-range planning (LRP) are included in this scale, with some items switched to
a more suitable subscale compared to the original. A 5-point Likert-type scale has been used to rate the
items in this scale from “1 = Totally disagree” to “5 = Totally agree”

Table 6. Time Management Skills Scale

Original Items Adapted items Reference

Short-range Planning

31
 Do you make a list of the things I make a to-do list every day. Adapted based on Britton and
SRP1
you have to do each day? Tesser’s The Time

Do you plan your day before I plan the day before I start it. Management Questionnaire
SRP2 (TMQ) (1991)
you start it?

Do you make a schedule of the I make a schedule of the

SRP3 activities you have to do on activities that I have to do on
work days? work days.

SRP4 Do you set and honor priorities? I set goals and honor priorities.

Do you usually keep your desk I keep my desk organized by

clear of everything other than only leaving the items related
SRP5
what you are currently working to the task at hand.
on?

Do you write a set of goals for I write a set of goals for

SRP6 yourself for each day? myself for each day

Time Attitudes

Do you feel you are in charge of I feel I have responsibility for Adapted based on Britton and
TA1
your own time, by and large? my own time. Tesser’s The Time
Management Questionnaire
On an average class day do On an average day, I spend
(TMQ) (1991)
you spend more time with more time on doing college
TA2
personal grooming than doing work than on personal
schoolwork? grooming

Do you often find yourself I do not engage in activities

doing things which interfere that interfere with my college
TA3 with your schoolwork simply work because I can easily to
because you hate to say "No" say "no" to people.
to people?

TA4 Do you make constructive use I make productive use of my

32
 of your time? time.

Long range Planning

LRP Do you have a set of goals for I usually set goals for the Adapted based on Britton and
1 the entire quarter? entire semester Tesser’s The Time

Do you regularly review your I review my notes regularly, Management Questionnaire

LRP (TMQ) (1991)
class notes, even when a test is even when there isn't an
2
not imminent? immediate exam

Do you have a clear idea of I have a clear understanding of

LRP
what you want to accomplish what I want to achieve over
3
during the next week? the next week

When you have several things to When I have lots of things to

LRP
do, do you think it is best to do a do, I think it is best to do a
4
little bit of work on each one? little bit of work on each one
1.11. Qualitative research
Qualitative data are non-numeric, targeting a small, concentrated sample of UEH students to gain in-
depth insights. For the purpose of in-depth and specific analysis, the research group chose to use a
survey with nominal data, including gender, residence and faculty. To make the research more relatable
to UEH students, we consulted with our lecturer and adjusted our initial model based on their feedback.
After these discussions, we finalized a research framework to better explore how these factors
influence students' time management.
1.11.1. Research subject
The research group conducted an online survey for first-year UEH students
1.11.2. Sample size
Selecting an appropriate sample size requires careful consideration for efficiency and balance. This
study will rely on EFA along with regression sampling:
- For the EFA sample size, we will select the sample according to the following formula:
n=5 × p
According to the study of Hair, Anderson, Tatham and Black (1998) for reference on the expected
sample size. The minimum sample size to use EFA is 50, preferably 100 or more. The ratio of the
number of observations to an analyzed variable is 5:1 or 10:1. In addition, some researchers believe

33
that this ratio should be 20:1 to optimize calculation and measurement. In our study, there are 29
questions in total, so the minimum sample size should be 145, and the optimal sample size would be
290.
- According to Tabachnick and Fidell (1996), the sample desirable for multiple regression
analysis is according to the following formula:
n ≥ 8 × p+50
Harris (1985) suggests that the appropriate sample size for running multiple regression must be equal to
the number of independent variables plus at least 50. In our study, there are 3 independent variables in
total, so the appropriate sample size will be 74.

Thus, to meet the requirements of both EFA and multiple regression, the group decided to choose a
sample size of N = 208. This ensures adequate representation and quality for our analyses.
1.11.3. Choose a research sample size
- Data collected: By surveying students of different majors from universities in Ho Chi Minh
City
- Survey object: Students who have spent time in green campus spaces.
- Convenience sampling method: A questionnaire titled “A survey of the time management skill
of first-year UEH students” was developed by the authors' team, and it was shared on Facebook
pages, classes, and groups where there are first-year UEH students.
1.12. Data analysis method
With the Google Form result, the group recheck the data and upload it to SPSS.20 for additional
processing and data analysis as follows:
1.12.1. Reliability Test: Reliability Test of Cronbach’s Alpha
Cronbach's Alpha: The coefficient used to assess the scale's reliability and to eliminate observed
variables that fail to guarantee reliability accordance with the following criteria:
- Utilizing Cronbach's alpha to evaluate the variability of each measurement scales.
- A scale with a Cronbach's Alpha coefficient greater than 0.6 is considered acceptable.
- We must eliminate the variables if Cronbach's Alpha is less than 0.6. To compute the variable's
largest Cronbach's Alpha or Cronbach's Alpha If Item Deleted coefficient and to keep going
until the scale's Cronbach's Alpha coefficient qualifies at 0.6.

34
 - Eliminate the variables that have a corrected item or a total correlation coefficient - A
correlation of less than 0.3 overall.
1.12.2. EFA- Exploratory Factor Analysis
After using Cronbach's Alpha to test the reliability of observed variables, the authors continue to do the
EFA to check the variability of measurement scales. EFA will reduce the number of observed variables
and the group observed variables into factors based on the following criteria:
- KMO coefficient (Kaiser-Meyer-Olkin) is used to consider the suitability of the factor. The
KMO coefficient must have a value of 0.5 or more.
- Bartlett's test of sphericity is used to examine the correlation between the observed variables in
a factor and has Bartlett's Test sig coefficient < 0.05 (statistically significant).
- Eigenvalue is used to determine the number of factors in EFA analysis. With this criterion, only
factors with Eigenvalue ≥ 1 are kept in the model.
- Total Variance Explained ≥ 50% shows that the EFA model is suitable. Considering the
variation is 100%, this value shows how much % of the extracted factors are condensed and
how many % of the observed variables are lost.
- Factor Loading, also known as the factor weight, represents the correlation relationship between
the observed variable and the factor. The higher the factor loading coefficient, the greater the
correlation between that observed variable and the factor and vice versa. And the authors take
the load factor 0.4 as the standard level (with N = 208) so that the observed variable has good
statistical significance (Hair et al., 1988)
1.12.3. Pearson Correlation Test
When the EFA test is completed, the authors create representative factors for each group of observed
variables and use data collected from these representative factors to continue doing Pearson Correlation
analysis to consider the correlation between independent variables and dependent variables, and
identify some cases where dynamic collinearity may occur based on the following criteria:
- If the Sig value is less than 0.05 and the absolute value of Pearson correlation coefficient is
greater than 0, the authors will conclude that there is a correlation between the independent
variable and the dependent variable and vice versa.
- In addition, if the Sig value is less than 0.05 and the Pearson correlation coefficient is high,
consider the phenomenon of multicollinearity between independent variables.
1.12.4. Multi-variable Regression Analysis

35
After the conclusion of the correlation between the independent variables and the group dependent
variable, the authors continue to conduct a multivariable regression analysis to further explain this
correlation. Testing the hypothesis of the model proposed by the authors, and reaching a conclusion
about the multicollinearity question includes the following steps:
- The adjusted R-squared coefficient (taking 0.5 as a threshold to distinguish between the good
and bad models) is used to test the appreciation of the model. Simultaneously, the sig value in
the ANOVA table is less than 0.05 (indicating statistical significance).
- Histogram-based residual normal distribution test with a normal P-P plot. The linear assumption
was tested using Scatter plot.
- The conclusion of the multicollinearity question is based on the VIF coefficient (less than 10).

36
 CHAPTER IV: RESEARCH RESULTS
1.13. Descriptive statistics of the survey sample
Our research team obtained the answer from 208 first-year students of UEH through Google Form.
Throughout the process of rechecking data, these 208 answers satisfy our research purposes. Therefore,
the statistical results are displayed in the pie charts concluding the following information.
1.13.1. Gender and residence demographic

Figure 4. Gender distribution of the sample

Figure 4 illustrates the gender proportion of our respondents studying at UEH. Female accounted for a
higher percentage with 54.30% equivalent to 113 students in comparison with male with 45.70%
equivalent to 95 students.

Figure 5. Residence distribution of the sample

37
Figure 5 above illustrates the proportions of place of residence of UEH students. Urban/Centers
accounted for a higher percentage with 68.80 % equivalent to 143 students in comparison with male
with 31.30% equivalent to 65 students.
1.13.2. UEH students’ training units

Figure 6. Training unit distribution of the sample

Figure 6 provides details data on the training units in which the students taking the survey are. The
proportion of UEH School of Internation Business – Marketing accounts for most of the answers the
total answers with 27.90% (58 students). The second place is UEH School of Business Information
with 7.70% (16 students). UEH School of Social Sciences and School of Economics both ranked third
at 6.70%, which is 14 students. The remaining faculties accounts for the remaining shares of training
units.
1.14. Analytical data from key questions
1.14.1. Reliability test: Cronbach’s Alpha

Table 7. Reliability Test for the scale “Social Networking Addiction”

Scale Mean
Scale Variance if Corrected Item- Cronbach's Alpha if
if Item Conclusion
Item Deleted Total Correlation Item Deleted
Deleted

38
Social Networking Addiction: Cronbach's Alpha = 0.840

10.75 13.899 0.677 0.799 Suitable

SNA1 variable

10.47 13.893 0.613 0.817 Suitable

SNA2 variable

10.69 14.630 0.652 0.807 Suitable

SNA3 variable

10.59 12.900 0.706 0.790 Suitable

SNA4 variable

10.84 14.878 0.580 0.824 Suitable

SNA5 variable

The scale's Cronbach's Alpha values are 0.840 > 0.6. All of the total variables of the observable
variables have corrected item-total correlation coefficients higher than 0.3. Therefore, each observed
variable on the scale satisfies the requirements and will undergo exploratory factor analysis.

Table 8. Reliability Test for the scale "Academic Procrastination"

Scale Mean Scale Variance Corrected Item- Cronbach's Alpha Conclusion

if Item if Item Deleted Total Correlation if Item Deleted
Deleted
Academic Procrastination Scale: Cronbach's Alpha = 0.839

10.12 12.238 0.666 0.800 Suitable

AP1 variable

AP2 10.00 12.469 0.616 0.813 Suitable

39
 variable

9.94 12.233 0.635 0.808 Suitable

AP3 variable

10.13 12.158 0.654 0.803 Suitable

AP4
variable

10.05 11.650 0.640 0.808 Suitable

AP4
variable

The scale's Cronbach's Alpha values are 0.839 > 0.6. All of the total variables of the observable
variables have corrected item-total correlation coefficients higher than 0.3. Therefore, each observed
variable on the scale satisfies the requirements and will undergo exploratory factor analysis.

Table 9. Reliability Test for the scale "Involvement in Extracurricular Activities"

Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha if Conclusion

Item Deleted Item Deleted Total Correlation Item Deleted

Involvement in Extracurricular Activities Scale: Cronbach's Alpha = 0.782

15.46 7.003 0.507 0.758 Suitable

IEA1 variable

15.52 6.898 0.572 0.736 Suitable

IEA2 variable

15.53 6.579 0.577 0.735 Suitable

IEA3 variable

40
 15.54 6.549 0.632 0.715 Suitable
IEA4 variable

15.29 7.375 0.499 0.760 Suitable

IEA5 variable

The scale's Cronbach's Alpha values are 0.782 > 0.6. All of the total variables of the observable
variables have corrected item-total correlation coefficients higher than 0.3. Therefore, each observed
variable on the scale satisfies the requirements and will undergo exploratory factor analysis.

Table 10. Reliability Test for the scale "Short-range Planning"

Scale Mean Scale Corrected Item- Cronbach's Conclusion

if Item Variance if Total Alpha if Item
Deleted Item Deleted Correlation Deleted
Short-range Planning Scale: Cronbach's Alpha = 0.884

SRP1 19.40 14.068 0.697 0.864 Suitable

variable

SRP2 19.49 13.681 0.738 0.857 Suitable

variable

SRP3 19.41 13.827 0.725 0.859 Suitable

variable

SRP4 19.39 14.809 0.633 0.874 Suitable

variable

41
SRP5 19.43 14.450 0.673 0.868 Suitable
variable

SRP6 19.56 13.571 0.711 0.862 Suitable

variable

The scale's Cronbach's Alpha values are 0.884 > 0.6. All of the total variables of the observable
variables have corrected item-total correlation coefficients higher than 0.3. Therefore, each observed
variable on the scale satisfies the requirements and will undergo exploratory factor analysis.

Table 11. Reliability Test for the scale "Time Attitudes"

Scale Mean if Scale Corrected Cronbach's Conclusion

Item Deleted Variance if Item-Total Alpha if Item
Item Deleted Correlation Deleted
Time Attitudes Scale: Cronbach's Alpha = 0.830

TA1 11.49 6.106 0.655 0.788 Suitable

variable

TA2 11.81 6.156 0.626 0.8 Suitable

variable

TA3 11.81 5.625 0.666 0.783 Suitable

variable

TA4 11.83 5.651 0.689 0.772 Suitable

variable

The scale's Cronbach's Alpha values are 0.830 > 0.6. All of the total variables of the observable
variables have corrected item-total correlation coefficients higher than 0.3. Therefore, each observed
variable on the scale satisfies the requirements and will undergo exploratory factor analysis.

42
 Table 12. Reliability Test for the scale "Long-range Planning"

Scale Scale Corrected Cronbach's Conclusion

Mean if Variance if Item-Total Alpha if Item
Item Item Deleted Correlation Deleted
Deleted
Long-range Planning Scale: Cronbach's Alpha = 0.798

LRP1 11.84 5.123 0.583 0.761 Suitable

variable

LRP2 12.08 4.674 0.641 0.731 Suitable

variable

LRP3 12.00 4.797 0.604 0.750 Suitable

variable

LRP4 11.90 4.690 0.612 0.746 Suitable

variable

The scale's Cronbach's Alpha values are 0. 798> 0.6. All of the total variables of the observable
variables have corrected item-total correlation coefficients higher than 0.3. Therefore, each observed
variable on the scale satisfies the requirements and will undergo exploratory factor analysis.
1.14.2. EFA - exploratory factor analysis
a. Factor Analysis Results for Independent Variable Scales
Following the analysis of the Cronbach’s Alpha reliability coefficient, the scales were next evaluated
by using the method of exploratory factor analysis. The results of Cronbach Alpha illustrates that there
are 15 observable variables of 3 components. As a result, 15 observed variables of this scale continue
to be evaluated by EFA.
The research group used the method of extraction Principal Component Analysis with Varimax rotation
was utilized when assessing factors for 15 observed variables.
43
The standard of the factor analysis method is that the KMO index must be greater than 0.5 (Garson,
2003) and Bartlett's test has sig. < 0.05 to demonstrate that the data used for factor analysis is
appropriate and are correlated with each other.

Table 13. Result of KMO and Bartlett tests of independent variables

Kaiser-Meyer-Olkin of Sampling Adequacy. 0.872

Bartlett’s Test of Approx. Chi-Square 1160.624

Sphericity

df 105

Sig. <0.001

The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) value is 0.872. The results of factor
analysis show that the KMO index is 0.872 > 0.5, which demonstrates that the data used for factor
analysis is completely appropriate. The result of Bartlett's test is 1160.634 with Sig. < 0.01. As a
consequence, the variables are linked with one another and satisfy the criteria for factor analysis.

Table 14. Factor Loading for 3 variables

Components
Observed variables
1 2 3

SNA1 0.748

SNA2 0.728

SNA3 0.770

SNA4 0.777

SNA5 0.701

AP1 0.778

AP2 0.752

44
 AP3 0.712

AP4 0.741

AP5 0.719

IEA1 0.679

IEA2 0.749

IEA3 0.720

IEA4 0.781

IEA5 0.646

Then, the group ran Factor Loading according to Principal components with Varimax rotation. The
results show that: 15 observable variables are considered appropriate. The Factor loadings of 15
observable variables are presented in the following table:

Table 15. Total Variance Explained

Components Rotation Sums of Squared Loading

Total % of Variance Cumulative %

1 3.065 20.431 20.431

2 3.055 20.363 40.795

3 2.727 18.181 58.976

45
There are three groups made up of the 15 observable variables. Value of total variance explained =
58.975% > 50% (satisfactory). It can be concluded that these three factors explain 58.975 of the
variation in the data. Each factor has a high Eigenvalue (>1), with the third element having the lowest
Eigenvalue (2.727> 1). The factor loading coefficients of the observable variables are all greater than
0.5.
b. Factor Analysis Results for Dependent Variable Scale

Table 16. Results of KMO and Barlett's tests of dependent variables

Kaiser-Meyer-Olkin of Sampling Adequacy. 0.946

Bartlett’s Test of Sphericity Approx. Chi- 1494.867

Square

df 91

Sig. <0.01

The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) value is 0.946. The results of factor
analysis show that the KMO index is 0,946 > 0.5, which demonstrates that the data used for factor
analysis is completely appropriate. The result of Bartlett's test is 1494.867 with Sig. <0.001< 0.05.
Thus, the observed variables in the population are correlated with one another and satisfy the criteria
for EFA factor analysis.

Table 17. Factor loading for dependent variables (1st run)

Components
Observed variables
1 2

SRP1 0.797

SRP2 0.753

SRP3 0.740

SRP4 0.636

46
 SRP5 0.656

SRP6 0.788

TA1 0.732

TA2 0.733

TA3 0.774

TA4 0.694

LRP1 0.596

LRP2 0.645

LRP3 0.646

LRP4 0.543 0.479

According to the Rotated Component Matrix a , we can see that there is one observable variables that
are considered inappropriate (LRP4). The group decided to remove observable variables LRP4 and
then rerun the EFA analysis with 13 remaining variables. The results of testing KMO, Bartlett, and the
Factor loadings of 13 observable variables are presented in the tables below

Table 18. Results of KMO and Barlett's tests for dependent variable (2nd run)

Kaiser-Meyer-Olkin of Sampling Adequacy. 0.944

Bartlett’s Test of Sphericity Approx. Chi- 1356.639

Square

df 78

Sig. <0.01

The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) value is 0.944. The results of factor
analysis show that the KMO index is 0.944 > 0.5, which demonstrates that the data used for factor

47
analysis is completely appropriate. The result of Bartlett's test is 1356.639 with Sig. <0.001< 0.05. As a
consequence, the observed variables in the population are correlated with one another and satisfy the
criteria for EFA factor analysis.

Table 19. Factor loading for dependent variables (2nd run)

Observed variables Components

1 2

SRP1 0.800

SRP2 0.755

SRP3 0.743

SRP4 0.635

SRP5 0.659

SRP6 0.790

TA1 0.735

TA2 0.740

TA3 0.775

TA4 0.701 0.405

LRP1 0.585

LRP2 0.640

LRP3 0.652

According to the Rotated Component Matrix, we can see that there is one observable variables that is
considered inappropriate (TA4). The group decided to remove observable variables TA4 and then rerun

48
the EFA analysis with 12 remaining variables. The results of testing KMO, Bartlett, and the Factor
loadings of 13 observable variables are presented in the tables below

Table 20. Results of KMO and Barlett's tests for dependent variables (3rd run)

Kaiser-Meyer-Olkin of Sampling Adequacy. 0.940

Bartlett’s Test of Sphericity Approx. Chi- 1176.680

Square

df 66

Sig. <0.01

The Kaiser-Meyer-Olkin Measure of Sampling Adequacy (KMO) value is 0.940. The results of factor
analysis show that the KMO index is 0.940 > 0.5, which demonstrates that the data used for factor
analysis is completely appropriate. The result of Bartlett's test is 1176.680 with Sig. <0.001< 0.05. As a
consequence, the observed variables in the population are correlated with one another and satisfy the
criteria for EFA factor analysis.

Table 21. Factor loading for dependent variables (3rd run)

Observed variables

SRP1 0.802

SRP2 0.759

SRP3 0.743

SRP4 0.634

SRP5 0.663

SRP6 0.793

TA1 0.726

TA2 0.746

49
 TA3 0.773

LRP1 0.624

LRP2 0.630

LRP3 0.659

Table 22. Total variance explained (3rd run)

Components Rotation Sums of Squared Leading

Total % of Variance Cumulative %

1 3.769 31.407 31.407

2 3.495 29.126 60.533

According to the EFA analysis results, there are twelve observable variables when analyzing factors
using the Principal Component Analysis and Varimax rotation method. The cumulative variance is
60.533> 50%, the lowest Eigenvalue coefficient is 3.495> 1, and the factor leading coefficients of the
observable variables are all greater than 0.5. Thus, the scale is satisfied and the twelve remaining
observed variables for "Time Management Skills" are used for the next analysis
1.15. Pearson Correlation Analysis
The correlation between each independent variable with each dimension of TMS are presented in the
following tables:

Table 23. Pearson Correlation for Short-range Planning and independent variables

Correlations

Social Academic Involvement in Short-

Networking Procrastination Extracurricular range
addiction Activities planning

Short- Pearson -0.458 -0.371 0.436 1

50
 range Correlation
plannin
Sig.(2-tailed) <0.001 <0.001 <0.001
g
N 208 208 208 208

Table 24. Pearson Correlation for Time Attitudes and independent variables

Correlations

Social Academic Involvement in Time

Networking Procrastination Extracurricular Attitudes
addiction Activities

Time Pearson -0.537 -0.426 0.347 1

Attitudes Correlation

Sig.(2-tailed) <0.001 <0.001 <0.001

N 208 208 208 208

Table 25. Pearson Correlation for Long-range Planning and independent variables

Correlations

Social Academic Involvement in Long-range

Networking Procrastination Extracurricular planning
addiction Activities

Long- Pearson -0.538 -0.454 0.382 1

range Correlation
planning
Sig.(2-tailed) <0.001 <0.001 <0.001

N 208 208 208 208

1.15.1. The correlation between Social Networking Addiction and Time Management Skills

51
By observing the results of analyzing Pearson correlation, with the respective correlation coefficients
for SRP, TA and LRP r11 = -0.458, r12 = -0.537, r13 = -0.538 and sig = <0.001 (statistically meaningful).
The authors conclude that there is a negative correlation between Social Networking Addiction and
Time Management Skills.
1.15.2. The correlation between Academic Procrastination and Time Management Skills
By observing the results of analyzing Pearson correlation, with the respective correlation coefficients
for SRP, TA and LRP r21 = -0.371, r22 = -0.426, r23 = -0.454 and sig = <0.001 (statistically meaningful).
The authors conclude that there is a negative moderate linear correlation between Academic
Procrastination and Time Management Skills.
1.15.3. The correlation between Psychological Cognition and Time Management Skills
By observing the results of analyzing Pearson correlation, with the respective correlation coefficients
for SRP, TA and LRP r31 = 0.436, r32 = 0.347, r33 = 0.382 and sig = <0.001 (statistically meaningful).
The authors conclude that there is a positive correlation between Academic Procrastination and Time
Management Skills.
1.16. Multiple-variable Regression Analysis
After considering the linear correlation between the 3 independent variables and the dependent variable
Time Management Skills, the team continued to perform a regression analysis to draw conclusions
about the influence of 3 independent variables on the dependent variable Time Management Skills. To
test the suitability of the regression model, we ran multivariate regression analysis data on SPSS
between the independent variables: Social Networking Addiction (SNA), Academic Procrastination
(AP), Involvement in Extracurricular Activities (IEA), and the dependent variable Time Management
Skills (TMS).
1.16.1. Check the model fit and significance of the regression analysis
- First, the model fit for dependent variable Short-range Planning was checked as follows:

Table 26. Model Fit for Short-Range Planning

Model Summaryb

Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson

1 0.561a 0.314 0.304 0.61860 1.805

a. Predictors: (Constant), Involvement in Extracurricular Activities, Social Networking Addiction,

52
 Academic Procratination

b. Dependent Variable: Short-range Planning

The Model Summary table gives us the results of R square at 0.314 and adjusted R Square at 0.304 to
evaluate the suitability of the model. The adjusted R-squared value of 0.304 shows that the independent
variables included in the regression analysis affect 30.4% of the variation in the dependent variable, the
remaining 69.6% is due to variables outside the model and random errors. The adjusted R-squared
value does not necessarily increase when more independent variables are added to the regression, so the
adjusted R-squared value reflects the model fit more accurately than the R square coefficient.
This table also provides the Durbin–Watson value to evaluate the phenomenon of first-order serial
autocorrelation. DW value = 1.805, within the range of 1.5 to 2.5, so the result does not violate the
assumption of first-order serial autocorrelation (Yahua Qiao, 2011).

Table 27. Analysis Of Variance for Short-range Planning

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 35.775 3 11.925 31.163 <0.001b

Residual 78.064 204 0.383

Total 113.839 207

a. Dependent Variable: Short-range Planning

b. Predictors: (Constant), Involvement in Extracurricular Activities, Social Networking Addiction,

Academic Procratination

From the ANOVA table, we get the result that the Sig value of the F-test is <0.001 < 0.05, so the
regression model is built with statistical significance.
- Second, the model fit for dependent variable Time Attitudes was checked as follows:

Table 28. Model Fit for Time Attitudes

Model Summaryb

53
 Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson

1 0.586a 0.343 0.333 0.64722 1.583

a. Predictors: (Constant), Involvement in Extracurricular Activities, Social Networking Addiction,

Academic Procratination

b. Dependent Variable: Time Atittudes

The Model Summary table gives us the results of R square at 0.343 and adjusted R Square at 0.333 to
evaluate the suitability of the model. The adjusted R-squared value of 0.333 shows that the independent
variables included in the regression analysis affect 33.3% of the variation in the dependent variable, the
remaining 66.7% is due to variables outside the model and random errors. The adjusted R-squared
value does not necessarily increase when more independent variables are added to the regression, so the
adjusted R-squared value reflects the model fit more accurately than the R square coefficient.
This table also provides the Durbin–Watson value to evaluate the phenomenon of first-order serial
autocorrelation. DW value = 1.583, within the range of 1.5 to 2.5, so the result does not violate the
assumption of first-order serial autocorrelation (Yahua Qiao, 2011).

Table 29. Analysis of Variance for Time Attitudes

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 44.584 3 14.861 35.478 <0.001b

Residual 85.453 204 0.419

Total 130.037 207

a. Dependent Variable: Time Attitudes

b. Predictors: (Constant), Involvement in Extracurricular Activities, Social Networking Addiction,

Academic Procratination

54
From the ANOVA table, we get the result that the Sig value of the F-test is <0.001 < 0.05, so the
regression model is built with statistical significance.
- Third, the model fit for dependent variable Long-range Planning was checked as follows:

Table 30. Model Fit for Long-range Planning

Model Summaryb

Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson

1 0.605a 0.366 0.357 0.57910 1.944

a. Predictors: (Constant), Involvement in Extracurricular Activities, Social Networking Addiction,

Academic Procratination

b. Dependent Variable: Long-range Planning

The Model Summary table gives us the results of R square at 0.366 and adjusted R Square at 0.357 to
evaluate the suitability of the model. The adjusted R-squared value of 0.357 shows that the independent
variables included in the regression analysis affect 35.7% of the variation in the dependent variable, the
remaining 64.3% is due to variables outside the model and random errors. The adjusted R-squared
value does not necessarily increase when more independent variables are added to the regression, so the
adjusted R-squared value reflects the model fit more accurately than the R square coefficient.
This table also provides the Durbin–Watson value to evaluate the phenomenon of first-order serial
autocorrelation. DW value = 1.944, within the range of 1.5 to 2.5, so the result does not violate the
assumption of first-order serial autocorrelation (Yahua Qiao, 2011).

Table 31. Analysis of Variance for Long-range Planning

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 39.553 3 13.184 39.314 <0.001b

Residual 68.412 204 0.335

55
 Total 107.965 207

a. Dependent Variable: Long-range Planning

b. Predictors: (Constant), Involvement in Extracurricular Activities, Social Networking Addiction,

Academic Procratination

From the ANOVA table, we get the result that the Sig value of the F-test is <0.001 < 0.05, so the
regression model is built with statistical significance.
1.16.2. Normality testing for residuals
- First, the normality testing for residuals of the dependent variable Short-range Planning is
presented as follows:

Figure 7. Normalized Residual Frequency chart Histogram

From the histogram, we can see that the Mean is 4.15E-15. The standard deviation is 0.993 (close to 1).
The histogram of standardized residuals shows a reasonably symmetrical distribution centered around
zero, with a shape that approximates a normal curve. This suggests that the assumption of normality for
residuals is likely met.

56
 Figure 8. Normalized Residual Frequency Normal P-P Plot

Most of the residual data points are concentrated quite close to the diagonal. This provides evidence to
the hypothesis that the residuals have an approximately normal distribution. It can be ensured that there
is no violation of the normal approximation distribution of the residuals collected.

Figure 9. Normalized Residual Frequency Scatterplot

The scatter plot shows that: The distributed normalized residuals are centered on the zero line. In
addition, they tend to form parallel lines. Thus, the assumption of a linear relationship is not violated.

57
 - Second, the normality testing for residuals of the dependent variable Time Attitudes is
presented as follows:

Figure 10. Normalized Residual Frequency Histogram

From the histogram, we can see that the Mean is 4.15E-15. The standard deviation is 0.993 - which is
close to 1. From a general perspective, the columns of residuals have a multimodal distribution. Thus, it
can be said that the normal distribution of residuals is standard, hence the assumption of the normal
distribution of residuals is not violated.

Figure 11. Normalized Residual Frequency Normal P-P Plot

58
Most of the residual data points are concentrated quite close to the diagonal. This provides evidence to
the hypothesis that the residuals have an approximately normal distribution. It can be ensured that there
is no violation of the normal approximation distribution of the residuals collected.

Figure 12. Normalized Residual Frequency Scatterplot

The scatter plot shows that: The distributed normalized residuals are centered on the zero line. In
addition, they tend to form parallel lines. Thus, the assumption of a linear relationship is not violated.
- Third, the normality testing for residuals of the dependent variable Long-range Planning is
presented as follows:

Figure 13. Normalized Residual Frequency Histogram

From the histogram, we can see that the Mean is 4.15E-15. The standard deviation is 0.993 - which is
close to 1. From a general perspective, the columns of residuals have a multimodal distribution. Thus, it
59
can be said that the normal distribution of residuals is standard, hence the assumption of the normal
distribution of residuals is not violated.

Figure 14. Normalized Residual Frequency Normal P-P Plot

Most of the residual data points are concentrated quite close to the diagonal. This provides evidence to
the hypothesis that the residuals have an approximately normal distribution. It can be ensured that there
is no violation of the normal approximation distribution of the residuals collected.

Figure 15. Normalized Residual Frequency Scatterplot

60
The scatter plot shows that: The distributed normalized residuals are centered on the zero line. In
addition, they tend to form parallel lines. Thus, the assumption of a linear relationship is not violated.
1.16.3. Hypothesis Testing

Table 32. Regression Results for Short-range Planning

Coefficientsa

Model Unstandardized Standardized t Sig. Collinearity

Coefficients Coefficients Statistics

B Std. Error Beta Tolerance VIF

1 (Constant) 3.424 0.367 9.330 <0.001

Social -0.244 0.056 -0.302 -4.373 <0.001 0.702 1.424

Networking
Addiction

Academic -0.100 0.060 -0.116 -1.667 0.097 0.699 1.430

Procratination

Involvement in 0.354 0.072 0.305 4.905 <0.001 0.870 1.149

Extracurricular
Activities

a. Dependent Variable: Short-range Planning

The variables Social Networking Addiction (SNA) and Involvement in Extracurricular Activities (IEA)
both have sig test t values less than 0.05, demonstrating their statistical significance and influence on
SRP. Meanwhile, Academic Procrastination has a sig. of 0.096>0.05, suggesting statistically
inappropriate. The results suggest that IEA has the most impact on SRP among the independent
variables. Furthermore, we observed the variance exaggeration factor (VIF) as an indicator of
collinearity in the regression model. The VIF value of the model is smaller than 10. Therefore, we can
conclude that there is no scenario of multicollinearity in this case.

61
 Table 33. Regression Results for Time Attitudes

Coefficientsa

Model Unstandardized Standardized t Sig. Collinearity

Coefficients Coefficients Statistics

B Std. Error Beta Tolerance VIF

1 (Constant) 4.415 0.384 11.500 <0.00

1

Social -0.344 0.058 -0.399 -5.890 <0.00 0.702 1.424

Networking 1
Addiction

Academic -0.150 0.063 -0.162 -2.389 0.018 0.699 1.430

Procratination

Involvement in 0.213 0.076 0.172 2.820 0.005 0.870 1.149

Extracurricular
Activities

a. Dependent Variable: Time Attitudes

The variables Social Networking Addiction (SNA), Academic Procrastination (AP) Involvement in
Extracurricular Activities (IEA) all have sig test t values less than 0.05, demonstrating their statistical
significance and influence on TA. The results suggest that SNA has the most impact on TA among the
independent variables. Furthermore, we observed the variance exaggeration factor (VIF) as an indicator
of collinearity in the regression model. The VIF value of the model is smaller than 10. Therefore, we
can conclude that there is no scenario of multicollinearity in this case.

Table 34. Regression Results for Long-range Planning

Coefficientsa

62
 Model Unstandardized Standardized t Sig. Collinearity
Coefficients Coefficients Statistics

B Std. Error Beta Tolerance VIF

1 (Constant) 4.268 0.343 12.426 <0.00

1

Social -0.294 0.052 -0.374 -5.618 <0.00 0.702 1.424

Networking 1
Addiction

Academic -0.163 0.056 -0.193 -2.895 0.004 0.699 1.430

Procratination

Involvement in 0.231 0.068 0.204 3.412 <0.00 0.870 1.149

Extracurricular 1
Activities

a. Dependent Variable: Long-range Planning

The variables Social Networking Addiction (SNA), Academic Procrastination (AP) Involvement in
Extracurricular Activities (IEA) all have sig test t values less than 0.05, demonstrating their statistical
significance and influence on TA. The results suggest that SNA has the most impact on LRP among the
independent variables. Furthermore, we observed the variance exaggeration factor (VIF) as an indicator
of collinearity in the regression model. The VIF value of the model is smaller than 10. Therefore, we
can conclude that there is no scenario of multicollinearity in this case.

Table 35. Hypothesis testing results

Testing results
Hypothesis
SRP TA LRP
H1 Social networking Sig = <0.001 < 0.05 Sig = <0.001 < 0.05 Sig = <0.001 < 0.05
β = -0.302 Β = -0.399 Β = -0.374
addiction has a significant,
Accept Hypothesis Accept Hypothesis Accept Hypothesis
negative impact on time

63
 management skill.
Academic procrastination Sig = 0.097 > 0.05 Sig = 0.0018 < 0.05 Sig = 0.004 < 0.05
Β = -0.116 Β = -0.162 Β = -0.193
has a significant, negative
Reject Hypothesis Accept Hypothesis Accept Hypothesis
H2 impact on time
management skill.

Involvement in Sig = <0.001 < 0.05 Sig = 0.005 < 0.05 Sig = <0.001 < 0.05
Β = 0.305 Β = 0.172 Β = 0.204
extracurricular activities
H3 Accept Hypothesis Accept Hypothesis Accept Hypothesis
has a significantly positive
time management skill.

After removing the variables that have no statistical meaning, the linear regression equations are
formulated as follows:

SRP = -0.302SNA + 0.305IEA

TA = - 0.399SNA - 0.162TA + 0.172IEA

LRP = - 0.374SNA - 0.193TA + 0.204IEA

64
 CHAPTER V: CONCLUSION AND RECOMMENDATION
1.17. Conclusion
The research was conducted with the purpose of understanding factors that impact TMS of First-year
students at UEH. In this study, the group selected and analyzed the three factors affecting time
management skills of UEH first-year students: Social Networking Addiction, Academic
Procrastination, Time Management Skill; in which time management skills are determined by the
following factors Short-range planning, Time Attitudes, Long-range planning. Ultimately, the research
group found that SNA had the strongest impact on TMS in terms of TA and LRP, whereas SRP was
influenced most significantly by IEA.
1.18. Recommendations
For first-year students studying at UEH, the group of authors will provide some recommendations to
improve TMS, specifically:
Becoming aware of the time spent on social networking cites as too much will result in a waste
of time and a lower control of time.
- Avoid procrastinating by allocating time more effectively rather than delaying studies to do
unbeneficial activities. Time-blocking methods and productivity apps can be introduced to help
them allocate time effectively.
- Participating in extracurricular activities such as workshops, talk shows, and sharing activities
by clubs, unions and associations can foster the arrangement of time.
- It is essential first-year students at UEH need to know how to make short-term plans, have a
serious attitude towards time, and make long-term plans. Practices like weekly and daily
planning or using tools such as Google Calendar or Notion Calendar should be integrated into
habits.
1.19. Limitation and future development

1.19.1. Limitation

Due to limited time, experience and resource, the authors faced certain difficulties in the research
process.
Firstly, there is a restriction in accessing the audience segment through online data collection. The
sample size requires only first-year UEH students, but there is a high chance that there are also other
subjects who filled the survey and there is likely a shortage of carefulness and honesty in taking the
survey. Moreover, when running exploratory factor analysis for dependent variables, the research

65
aimed to find 3 factors however retained only 2. This is due to the adjustments of scale by the research
group, which lead to the TA and LRP into one factor.

The adjusted R square is recorded below 0.5, which indicates the relationship in regression between a
dependent variable and independent variables is not highly strong. It is likely that some unincluded
factors affecting TMS have not been put to consideration nor proposed by the group.
Finally, the research scope is only cover first-year UEH students, which is narrowly defined. This may
lead to less significant practical application and is not representative for the assessment of TMS and the
affecting factors.
1.19.2. Development

Recognizing the importance and contribution of the topic to society and life, along with the limitations
mentioned above when working on the topic, we wish the topic to be developed in a wider, more
accurate and professional direction.

- In place of Google Form surveys, which can pose risks of invalid data, it is highly
recommended that the survey should be directly conducted in person and in large numbers.
- Expanding the survey to a greater scope of freshman to gain more comprehensive and in-depth
results instead of focusing on a small group first-year UEH students.
- Improving data collection method with proven techniques and focusing on enhancing the data
analysis process in the direction of greater depth and expertise for the topic.
- Investigating more researches to discover the observed variables that were not stated in our
research article.

It is hoped that the data for the topic will be collected from more interesting methods, the survey with
people will be more open and sincere.

66
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69
 APPENDIX
Appendix 1: The content of the survey
KHẢO SÁT VỀ KỸ NĂNG QUẢN LÝ THỜI GIAN CỦA SINH VIÊN NĂM NHẤT Ở UEH
Xin chào các bạn,
Chúng mình là nhóm sinh viên khóa 50, đến từ trường Đại học Kinh tế [Link]. Nhóm chúng mình
đang tiến hành nghiên cứu về KỸ NĂNG QUẢN LÝ THỜI GIAN CỦA SINH VIÊN NĂM NHẤT
Ở UEH. Rất mong mọi người dành ít thời gian để hoàn thành khảo sát giúp nhóm. Những ý kiến của
các bạn sẽ là đóng góp quan trọng để đề tài nghiên cứu của chúng mình trở nên khách quan và hoàn
thiện hơn.
Chúng mình xin đảm bảo mọi thông tin các bạn cung cấp sẽ được bảo mật và chỉ dùng cho mục đích
nghiên cứu.
Chúc mọi người một ngày làm việc và học tập thật hiệu quả!

PHẦN I: THÔNG TIN CHUNG

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Khoa Tài chính
Khoa Ngân hàng
Khoa Kế toán
Khoa Toán – Thống kê

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 Khoa Công nghệ thông tin kinh doanh
Khoa Lý luận chính trị
Khoa Luật
Khoa Quản lý nhà nước
Khoa Ngoại ngữ kinh tế
Khoa Du lịch
Khoa thiết kế truyền thông
Viện Công nghệ thông minh và tương tác
Viện Đô thị thông minh và quản lý
Viện Đổi mới sáng tạo
Viện ISB

Phần II: KHẢO SÁT VỀ VIỆC SỬ DỤNG MẠNG XÃ HỘI, TRÌ HOÃN THỜI GIAN TRONG HỌC
TẬP VÀ MỨC ĐỘ THAM GIA HOẠT ĐỘNG NGOẠI KHÓATrên thang đo từ 1 đến 5, bạn hãy cho
biết mức độ đồng tình của bạn.
1 = Hoàn toàn không đồng ý
2 = Không đồng ý
3 = Bình thường
4 = Đồng ý
5 = Hoàn toàn đồng ý
Sử dụng mạng xã hội

1 2 3 4 5

Trong khi tôi làm việc/học tập, tâm trí tôi vẫn ở
trên các trang mạng xã hội.
Tôi vào các trang mạng xã hội ngay sau khi thức
dậy vào buổi sáng.
Tôi kiểm tra tài khoản mạng xã hội của mình
trước khi bắt đầu bất kỳ công việc hoặc hoạt động

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 nào.
Tôi lướt mạng xã hội để cập nhật thông tin mới
trong khi học tập/làm việc.
Tôi trở nên khó chịu bất cứ khi nào tôi không thể
đăng nhập vào các trang mạng xã hội

Trì hoãn trong học tập

1 2 3 4 5

Tôi trì hoãn các dự án đến phút cuối

Tôi biết mình cần làm bài vở, nhưng tôi lại không
làm
Tôi bị phân tâm bởi những thứ khác vui hơn trong
khi lẽ ra tôi cần phải làm bài vở
Khi nhận được một bài tập, tôi thường đặt nó sang
một bên và quên cho tới khi gần hết hạn
Tôi thường thấy bản thân mình trì hoãn các hạn
chót quan trọng

Mức độ tham gia hoạt động ngoại khóa

1 2 3 4 5

Tôi bày tỏ ý kiến và tham gia thảo luận trong các

cuộc họp nhóm của nhóm/câu lạc bộ/đoàn khoa
Tôi kể với những người khác về các hoạt động của
nhóm/câu lạc bộ/đoàn khoa hoặc mặc đồ lưu niệm
của đoàn (áo, thẻ tên) để cho những người khác
biết về sự tham gia của tôi
Tôi nỗ lực khuyến khích các sinh viên khác tham
gia các hoạt động do nhóm/câu lạc bộ/khoa của tôi

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 tổ chức
Tôi tình nguyện làm các công việc của nhóm/câu
lạc bộ/đoàn khoa
Tôi hoàn thành công việc hoặc trách nhiệm của
mình đối với nhóm/câu lạc bộ/đoàn khoa đúng
hạn

Phần III: KHẢO SÁT KỸ NĂNG QUẢN LÝ THỜI GIAN CỦA SINH VIÊN NĂM NHẤT Ở UEH
Dưới đây là một số phát biểu về kỹ năng quản lý thời gian của sinh viên năm nhất, các bạn hãy cho biết
mức độ đồng ý với các phát biểu này như thế nào trên thang điểm từ 1 đến 5:
1 = Hoàn toàn không đồng ý
2 = Không đồng ý
3 = Bình thường
4 = Đồng ý
5 = Hoàn toàn đồng ý
Thiết lập kế hoạch ngắn hạn

1 2 3 4 5

Tôi lập danh sách việc cần làm hàng ngày

Tôi lên kế hoạch cho ngày trước khi nó bắt đầu
Tôi lập lịch trình các hoạt động mà tôi phải làm
vào các ngày làm việc.
Tôi đặt mục tiêu và tôn trọng các ưu tiên.
Tôi giữ cho bàn làm việc của mình ngăn nắp bằng
cách chỉ để lại những vật dụng liên quan đến công
việc đang làm.

Tôi viết ra những mục tiêu cho bản thân cho mỗi
ngày

Thái độ về thời gian

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 1 2 3 4 5

Tôi cảm thấy mình có trách nhiệm với thời gian

của chính mình.

Trung bình một ngày, tôi dành nhiều thời gian cho
việc học trên đại học hơn là chải chuốt bản thân

Tôi không tham gia vào các hoạt động ảnh hưởng
đến việc học trên đại học của mình vì tôi có thể dễ
dàng nói "không" với người khác.

Tôi sử dụng thời gian của mình một cách hiệu quả.

Thiết lập kế hoạch dài hạn

1 2 3 4 5

Tôi thường đặt mục tiêu cho toàn bộ học kỳ

Tôi thường xuyên xem lại ghi chú của mình, ngay
cả khi không có kỳ thi ngay lập tức
Tôi hiểu rõ những gì mình muốn đạt được trong
tuần tới
Khi có nhiều việc phải làm, tôi nghĩ tốt nhất là nên
làm một chút cho từng việc

PHẦN IV: CUỐI LỜI

Cảm ơn bạn đã dành thời gian điền form.
Chúc bạn có một ngày thật vui vẻ và tốt lành <3
Appendix 2: Result of Cronbach’s Alpha
Scale: Social Networking Addiction

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Scale: Academic Procrastination

Scale: Involvement in Extracurricular Activities

75
Scale: Short-range Planning

Scale: Time Attitudes

76
Scale: Long-range Planning

Appendix 3: Results of EFA

Results of KMO and Bartlett tests of independent variables

77
Results of KMO and Bartlett tests of dependent variables (3rd run)

78
Appendix 4: Results of Pearson Correlation and Regression analysis

79
80
Regression analysis for dependent variable SRP

81
82
Regression for dependent variable TA

83
84
Regression analysis for dependent variable LRP

85
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