Examining the Efficacy of a Time Management Intervention for High School Students - Research Report Series

Sep 15, 2026

The paper reports findings from two quasi-experimental studies assessing a new time management intervention for high school students. Across both studies, treatment and control groups showed no difference in improvements in self-reported time management skills attributable to the intervention. In contrast, the treatment group demonstrated significantly greater gains on secondary outcomes, including stress, anxiety, depression, and knowledge of time management strategies. Study 2 also found higher advisor ratings for students in the treatment condition, and the report discusses implications and suggestions to strengthen the intervention.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages44

Reading Time1 h 51 min

AccessFree to download

Background

Time Management and Academic Performance

Time Management Interventions

Current Time Management Intervention

Current Studies

Study 1

Method

Participants

Assignment to Condition

Instruments

Intervention and Study Procedure

Analysis Plan

Research Report ETS RR–13-25 Examining the Efficacy of a Time Management Intervention for High School Students Jeremy Burrus Teresa Jackson Steven Holtzman Richard D. Roberts Terri Mandigo November 2013 ETS Research Report Series EIGNOR EXECUTIVE EDITOR James Carlson Principal Psychometrician ASSOCIATE EDITORS Beata Beigman Klebanov Research Scientist Heather Buzick Research Scientist Brent Bridgeman Distinguished Presidential Appointee Keelan Evanini Managing Research Scientist Marna Golub-Smith Principal Psychometrician Shelby Haberman Distinguished Presidential Appointee Gary Ockey Research Scientist Donald Powers Managing Principal Research Scientist Gautam Puhan Senior Psychometrician John Sabatini Managing Principal Research Scientist Matthias von Davier Director, Research Rebecca Zwick Distinguished Presidential Appointee PRODUCTION EDITORS Kim Fryer Manager, Editing Services Ruth Greenwood Editor Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Report series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Report series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers and Trustees of Educational Testing Service. The Daniel Eignor Editorship is named in honor of Dr. Daniel R. Eignor, who from 2001 until 2011 served the Research and Development division as Editor for the ETS Research Report series. The Eignor Editorship has been created to recognize the pivotal leadership role that Dr. Eignor played in the research publication process at ETS. Examining the Efficacy of a Time Management Intervention for High School Students Jeremy Burrus, Teresa Jackson, Steven Holtzman, and Richard D. Roberts ETS, Princeton, New Jersey Terri Mandigo The Lawrenceville School, Lawrenceville, New Jersey Find other ETS-published reports by searching the ETS ReSEARCHER database at [http://search.ets.org/researcher/](http://search.ets.org/researcher/) To obtain a copy of an ETS research report, please visit [http://www.ets.org/research/contact.html](http://www.ets.org/research/contact.html) Action Editor: John Sabatini Reviewers: Tenaha O’Reilly and Franklin Zaromb Copyright © 2013 by Educational Testing Service. All rights reserved. ETS, the ETS logo, and LISTENING. LEARNING. LEADING. are registered trademarks of Educational Testing Service (ETS) . Abstract The current paper reports the results of 2 quasiexperimental studies conducted to examine the efficacy of a new time management intervention designed for high school students. In both studies, there was no difference between the treatment and control groups in improvement in self-reported time management skills as a result of the intervention. However, the treatment group reported significantly greater improvement than the control group for secondary outcomes such as stress (Studies 1 and 2), anxiety (Studies 1 and 2), depression (Study 1), and knowledge of time management strategies (Study 1) . Additionally, advisor ratings of student time management skills were higher for the treatment than for the control group in Study 2. Implications and suggestions for improving the intervention are discussed. Key words: time management, noncognitive, intervention, high school, psychosocial, study skills Acknowledgmen

FAQs

What was the main purpose of the time management intervention studies?

The studies evaluated the efficacy of a new time management intervention designed for high school students.

Did the intervention improve self-reported time management skills?

No. In both studies, treatment and control groups showed no difference in improvements in self-reported time management skills.

Which outcomes improved more for the treatment group?

The treatment group reported significantly greater improvements on secondary outcomes including stress, anxiety, depression, and knowledge of time management strategies, and Study 2 included higher advisor ratings for time management skills.

Sep 15, 2026

Uploaded by Ethan Miller