Abstract
This study examined the relationship between time management and learning satisfaction among vocational college students in China, emphasizing the interplay between students’ self-regulated behaviors and academic experiences. Anchored on Zimmerman’s Self-Regulated Learning Theory (2000), the research investigated how goal setting, task organization, prioritization, and self-discipline relate to perceived learning, engagement, content relevance, and autonomy. Utilizing a descriptive-comparative-correlational design, the study gathered data from students across five vocational institutions through a validated researcher-developed questionnaire. Results revealed a moderate level of proficiency in both time management and learning satisfaction, with the lowest means observed in short- and long-term goal planning, study material organization, and scheduling of study sessions. Independent samples t-tests and one-way ANOVA results indicated significant differences by gender and year level, while Pearson correlation analysis demonstrated a moderate to strong positive relationship between time management dimensions and learning satisfaction (r = 0.43–0.78, p < 0.05). These findings affirm that effective time management substantially enhances students’ engagement, autonomy, and perceived relevance of their learning. In response, the Time Management and Engagement Uplift Program (TME-UP) was proposed to strengthen students’ goal-directedness, discipline, and motivation through structured interventions.
Keywords: time management, learning satisfaction, self-regulated learning, vocational education, student engagement, intervention program.
Introduction
In today's rapidly evolving educational landscape, equipping students with both technical skills and essential soft skills—such as time management and self-control—has become more crucial than ever. This balance is particularly vital for vocational education, which serves as a direct response to the demands of today’s job markets. Modern workplaces require employees not only to possess strong practical skills but also to demonstrate high personal productivity and effective intellectual engagement—abilities closely linked to soft skills like time management. Vocational education has long been a key component of China’s educational system, and its focus on aligning training with workplace needs enhances its relevance in the current context.
Peng et al. (2023) conducted an empirical study showing that many vocational college students in China struggle with effective time management. They often spend excessive time on leisure activities like mobile gaming, which undermines their academic progress. This poor time allocation hinders students’ acquisition of the theoretical and practical skills necessary for career advancement. Fu et al. (2025) examined the impact of time management on college students' study engagement as part of their research on time management dynamics. Their findings revealed that effective time management is associated with increased study engagement, stronger self-control, and reduced mobile phone dependency.
The current study seeks to investigate and analyze the academic time management practices of vocational college students in China and the impact of these practices on their learning satisfaction. Specifically, the study aims to: (1) assess students’ current time management proficiency across four dimensions (2) evaluate students’ learning satisfaction (3) compare differences in time management and learning satisfaction among students; and (4) explore the relationship between students’ time management and learning satisfaction.
Statement of the Problem
This study aims to assess the relationship of time management and learning satisfaction among vocational college students. Specifically, this study sought answers to the following questions:
What is the profile of the respondents in terms of:
1.1 sex
1.2 course
1.3 level
What is the assessment of the students of their time management in terms of:
2.1 goal setting
2.2 task organization
2.3 prioritization of task
2.4 self-discipline
Is there a significant difference in the assessment of the respondents when they are grouped according to profile?
What is the assessment of the students of their learning satisfaction in terms of:
4.1 perceived learning
4.2 engagement level
4.3 content relevance
4.4 autonomy
Is there a significant difference in the assessment of the respondents of their learning satisfaction when they are grouped according to profile?
Is there a significant relationship between students’ time management and learning satisfaction?
Based on the results of the study, what time management and engagement uplift program can be designed?
Methodology
Design. The study employed a descriptive-comparative-correlational methodology to examine the relationship between time management practices and learning satisfaction among vocational college students in China.
Sampling Technique. The study utilized a stratified sampling technique to choose participants from five vocational institutions in China. The total number of students was divided into groups based on their school and, when necessary, by other factors like year level, academic program, or gender. This method made sure that every subgroup in the population was well represented, which made it possible to make accurate comparisons and fair participation across the sample (Taherdoost, 2022).
Instrumentation. The preliminary section gathered demographic information including responder gender, field of study, and academic.
Statistical Treatment. The study employed both descriptive and inferential statistics to examine its research inquiries. Descriptive statistics, such as frequency, percentage, mean, and standard deviation, were employed to encapsulate the demographic attributes of the respondents and to delineate their proficiency in time management and overall learning satisfaction across the five vocational institutions.
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