International Journal of Medical Sciences And Clinical Research
35
https://theusajournals.com/index.php/ijmscr
VOLUME
Vol.05 Issue01 2025
PAGE NO.
35-44
10.37547/ijmscr/Volume05Issue01-05
The relationship between time management skills and
the academic performance of nursing students at
university of kerbala, Iraq
Haqi Ismael Mansoor
Community Health Nursing Department, College of Nursing, University of Kerbala, Iraq
Published:
21 January 2025
Abstract:
Time management is a fundamental factor for academic success, particularly in disciplines that require
a balance between theoretical and practical aspects, such as nursing. This study aimed to explore the relationship
between time management skills and the academic performance of nursing students at the University of Kerbala.
A descriptive-analytical study was conducted on 260 nursing students from both morning and evening programs.
A structured questionnaire was used, consisting of two sections: socio-demographic and academic data, and the
Student Time Management Scale (STMS), which includes 28 items categorized into four domains.
The findings revealed that the majority of students (71.5%) demonstrated moderate time management skills,
while 14.2% exhibited either poor or good skills.
ة
Key weaknesses were identified in areas such as daily
prioritization and preparation for activities. Regarding academic performance, most students achieved relatively
high grades, with 30% attaining a "Very Good" GPA and 22% achieving "Excellent," reflecting generally good
academic performance.
Results revealed that 71.5% of students demonstrated moderate time management skills, with weaknesses
observed in essential areas such as goal setting, prioritization, and routine control. Despite these deficiencies, no
statistically significant correlation was found between time management skills and academic performance (ρ =
0.019, p = 0.756). Additionally, socio-demographic factors, such as age, gender, marital status, and income, did
not show any meaningful associations with time management skills or academic performance.
The conclusion of the study highlights that factors such as motivation, stress management, and study environment
may have a more significant influence on academic outcomes compared to time management skills alone. To
address the identified gaps, the study recommends integrating structured time management training into nursing
curricula. This approach can help students better manage their time and succeed academically by giving them the
tools they need to deal with the demanding nature of their education.
Keywords:
Study habits, nursing students, academic performance, and time management.
Introduction:
Research on the connection between
nursing students' academic achievement and time
management is crucial. For nursing students, who
encounter particular difficulties during their academic
journey, efficient time management is frequently
associated with lower academic stress and better
academic results (Sekizler et al., 2022). This shows that
there is a positive correlation between those skills and
academic performance. An example would be the study
conducted by Ghiasvand et al. highlighting that
teaching time management skills will reduce academic
anxiety and boost students' interest in study
(Ghiasvand et al., 2017). Kulkarni discovered a
significant association between time management and
GPA in medical students, inferring that improved time
management approach relates to increased academic
performance (Kulkarni, 2020). Additionally, Alshutwi et
al. illustrated a positive relationship between time
management abilities and academic performance in
nursing students, supporting the idea that enhanced
time management contributes to enhanced academic
outcomes (Alshutwi et al., 2019).
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Furthermore, the influence of time management
reaches beyond academic outcomes that include the
management of stress. Mirzaei et al. observed that
nursing students frequently encounter significant
stress stemming from their academic obligations, and
that proficient time management strategies can
alleviate this stress (Mirzaei et al., 2012). Others
highlight the importance of managing academic stress
levels to sustain academic performance in nursing
students. Effectively managing time may reduce
feelings of being overwhelmed, especially in nursing
education, where the curriculum is both rigorous and
demanding (Pacheco-Castillo et al., 2021).
In addition, the association between time management
and academic performance is clarified by research
exploring the wider context of academic stress. Lavoie-
Tremblay et al. found that first-year nursing students
face considerable stress while adapting to university
life, and that effective time management can help
elimi
nate this transition (Lavoie‐Tremblay et al., 2021).
In the same direction, Costa et al. discovered that
nursing students who effectively manage their time are
more adept at coping with the stressors correlated with
their academic environment (Costa et al., 2013).
Overall, the evidence indicates that capable time
management plays a vital role in improving academic
outcomes for nursing students. Enhancing motivation
and
reducing
stress
through
effective
time
management skills can significantly improve academic
performance, highlighting its importance in nursing
education programs.
METHODOLOGY
Overview
This section shows the research methods utilized in this
study. It delineates the research concept, target
population and sample, development and validation of
the research instrument, and the data analysis
methodologies applied. This method provides a full
understanding of the research framework and the
processes used during data collection and analysis,
enhancing the results' veracity and reliability.
The Study Design
A descriptive study was undertaken from September to
December 2024 to investigate the correlation between
time management and academic performance among
nursing students at the University of Karbala. The
descriptive design was selected for its capacity to
examine the relationship between the specified
variables without influencing the study's context. This
design made the collection of accurate and adequate
data regarding students' current time management
abilities, giving a clear understanding of the challenges
and
opportunities
for
enhancing
academic
performance.
Population
The target population for this study consisted of all
nursing students enrolled at the University of Kerbala,
with a total of 701 students, including 262 in the
morning program and 439 in the evening program. A
sample of 260 students was selected from various
academic years and levels of study.
Setting of the Sample
:
The sample setting for this study was the University of
Kerbala, Iraq, with nursing students enrolled in both
the morning and evening programs. A convenience
sampling method was used, where students were
selected based on availability and willingness to
participate. Data was collected through an online
survey using Google Forms, allowing participants to
respond remotely.
Study Instrument
The study employed a structured questionnaire divided
into two sections. The first section collected socio-
demographic data, including age, gender, academic
year, type of study (morning/evening), monthly income
adequacy, marital status, residential status, additional
responsibilities, part-time work, participation in
activities, and academic performance (percentage or
GPA). The second section assessed time management
skills using the Student Time Management Scale (STMS)
developed by Balamurugan (2013). This scale, validated
with a Cronbach's Alpha of 0.885, includes 28 items
grouped into four domains: scheduling and prioritizing,
planning and goal setting, reviewing and record
keeping, and organizing and controlling. Responses
were rated on a 6-point Likert scale, providing detailed
insights into students’ time management strategies.
Validity and Reliability of the Instrument
Validity of the Questionnaire: To assess the content
validity of the study instrument, the tool was presented
to a panel of eight experts in nursing education to
review the questionnaire to ensure that it effectively
measures time management skills and academic
performance and to assess the validity of the content.
Modifications were made based on the experts’
feedback, to make the questionnaire more suitable and
understandable for participants.
Pilot Study: A pilot study was conducted to evaluate the
reliability of the research instrument. It was applied to
30 nursing students from different academic stages
during the period of 16 to 26 September 2024. The
purpose was to identify any issues related to question
clarity
or
relevance.
Each
participant
took
approximately 10 to 15 minutes to complete the
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questionnaire. The pilot study sample was excluded
from the final study sample.
Reliability of the Instrument: The internal consistency
of the questionnaire items was assessed using
Cronbach's alpha coefficient, which provided a strong
reliability indicator for the instrument (α = 0.88). The
findings demonstrated an adequate level of internal
consistency and reliability, confirming the instrument's
measurability.
Data Collection
Data collection took place from October to November
2024, commencing after the study received approval
from the ethics committee. The study data were
collected through a questionnaire that was converted
into a Google Form and shared online with student
groups across all stages, ensuring accessibility for all
participants. Informed consent was obtained from all
participants prior to their inclusion in the study sample.
The questionnaire remained open for responses until
the required sample size was achieved. Upon
completion of the data collection process, the
responses were exported to Microsoft Excel and
subsequently analyzed using SPSS software. To ensure
the privacy of participants, the option to collect email
addresses in the online questionnaire was disabled,
and all responses were anonymized.
Data Analysis
The collected data were analyzed using Version 22.0 of
the Statistical Package for Social Sciences (SPSS).
Descriptive statistics, encompassing the mean,
standard deviation, frequencies, and percentages,
were utilized to characterize and delineate the
sample's features. Inferential statistics, including
Pearson’s correlation coefficient (r), w
ere employed to
evaluate the strength and direction of the relationship
between the independent variable (time management
skills) and the dependent variable (academic
performance). The significance of the correlation was
evaluated using a p-value threshold
of ≤ 0.05,
considered
statistically
significant.
Additionally,
categorical variables were analyzed to explore their
distributions and potential relationships within the
dataset.
Ethical Considerations
The study followed ethical guidelines by obtaining
approval from the University of Kerbala College of
Nursing and ensuring the confidentiality and anonymity
of participants throughout the research process.
Informed consent was obtained from all participants,
and their participation was voluntary. The study also
ensured that participants could withdraw at any time
without any consequences. Data were securely stored
and used solely for the purposes of this research.
Administrative Arrangements
The study's protocol and formal approval to perform it
were obtained by the University of Kerbala College of
Nursing, then the agreement of the scientific
departments in the college, and the participant's
students’ agreement was obtained by writing through
the paragraph of participant agreement that found
with research instrument.
RESULTS
Table (1): Distribution of Students according to their Socio-demographic Characteristics
List
Characteristics
F
%
1
Age (year)
M±SD= 2
1
.
3
±
4
.
8
17
–
2
6
238
91.5
2
7
–
3
6
15
5.8
3
7
–
4
6
7
2
.
7
2
Sex
Male
85
32.7
Female
175
67.3
3
Grade
First
102
39.2
Second
73
28.1
Third
44
16.9
Fourth
41
15.8
4
Study
Morning
110
42.3
Evening
150
57.7
5
Perceived family
income
Adequate
115
44.2
Partially adequate
115
44.2
Inadequate
30
11.5
6
Marital status
Unmarried
224
86.2
Married
28
10.8
Divorced
5
1.9
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Widowed
3
1.2
7
Living with
With family
234
90.0
Student dorm
12
4.6
With relatives
12
4.6
Private housing
2
.8
8
Responsibility
Yes
81
31.2
No
179
68.8
9
Work
Yes
57
21.9
No
203
78.1
10
Activity
Yes
91
35.0
No
169
65.0
11
Tools
Phone
90
34.6
Papers
98
37.7
Nothing
72
27.7
f: Frequency, %: Percentage, M: Mean, SD: Standard deviation
The table shows the socio-demographic distribution of
students participating in the study. The majority of
students are aged 17-26 years (91.5%) and are
predominantly female (67.3%). Most students are in
their first year of study (39.2%), with a nearly even
distribution between morning (42.3%) and evening
(57.7%) sessions. Regarding perceived family income,
44.4% reported it as partially adequate. In terms of
marital status, 86.2% of students are unmarried, with
most living with their families (90%). Additionally, the
majority of students do not bear additional
responsibilities (68.8%) and do not work (78.1%).
Table (
2
): Assessment Items Student Time Management Scale (28 Items)
List
Items
M
S. D
Assessment
1
I postpone the tasks.
3.85
1.752
Moderate
2
I give up easily, when I can't succeed in completing my
tasks.
4.62
1.662
Moderate
3
I use diary for planning my activities.
2.92
1.784
Poor
4
I modify my short-term goals according to the demands.
2.20
1.349
Poor
5
I keep my bag ready for the next day.
2.34
1.656
Poor
6
I set priorities for my daily tasks.
2.05
1.346
Poor
7
I write reminder notes every day.
3.30
1.756
Moderate
8
I keep record of completed tasks.
3.38
1.926
Moderate
9
I make a list of things to be done every day.
3.23
1.885
Moderate
10
I plan for tasks a week in advance.
3.47
1.906
Moderate
11
I have long-term goals in my mind.
2.30
1.573
Poor
12
My plans get cancelled at times.
2.45
1.348
Poor
13
I get stuck in daily time scheduling.
3.22
1.613
Moderate
14
I consider time has high value in life.
1.92
1.346
Poor
15
I review my daily activities.
2.75
1.633
Poor
16
I find it difficult to keep my schedule.
2.67
1.511
Poor
17
I take too many tasks at the same time.
2.50
1.541
Poor
18
I have set short-term goals for my future.
2.43
1.591
Poor
19
I feel I spend too much time on entertainment.
3.22
1.763
Moderate
20
I am punctual to school.
1.79
1.257
Poor
21
I have difficulty in completing my tasks.
2.56
1.447
Poor
22
I am bored with my daily activities.
2.70
1.575
Poor
23
I think scheduling the task is waste of time.
4.53
1.682
Moderate
24
I allot time for my hobbies.
3.22
1.738
Moderate
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25
I submit my home works, assignments etc. well in
advance.
2.78
1.610
Poor
26
I feel unimportant tasks consume my time.
2.59
1.707
Poor
27
I have control over my daily routine works.
2.49
1.451
Poor
28
I adopt short cut ways to finish the tasks.
2.42
1.506
Poor
M: Mean, s.d:Std. Deviation , Poor (1 - 2.99), Moderate (3 - 4.99), Good (5 - 6)
Table (2) highlights the assessment of students' time
management skills based on 28 items. The results show
a predominance of poor evaluations in most items,
with the lowest score in this category being "I am
punctual to school" (M = 1.79) and the highest score
being " I use diary for planning my activities " (M =
2.92). In the moderate category, the lowest score was
for three items (M = 3.22), while the highest score was
for " I give up easily, when I can't succeed in completing
my tasks " (M = 4.62). The absence of items in the
"good" category emphasizes the urgent need to
enhance time management skills. This can be achieved
by fostering awareness of the importance of planning,
goal setting, and effectively organizing daily activities.
Table (3): Overall Percentage of Distribution by Time Management Skill Levels
Time Management Skills
Frequency
Percent
Mean
Std.
Deviation
Poor skills
37
14.2
1.62
.494
Moderate skills
186
71.5
Good skills
37
14.2
Total
260
100.0
Poor (28 - 74), Moderate (75 - 121), Good (122 - 168)
The table presents the overall distribution of students
based on their time management skill levels. The
majority of students (71.5%) demonstrate moderate
time management skills, while equal proportions of
students exhibit poor (14.2%) and good (14.2%) time
management skills.
Figure (1):
Overall assessment Grade point Average
Figure (1): Distribution of students based on their
Grade Point Average (GPA). The largest proportion of
students achieved a 'Very Good' GPA (30%), followed
by 'Good' (23%) and 'Excellent' (22%). Moderate
performance was observed in 20% of the students,
while only 5% achieved a passing GPA. This distribution
indicates a generally high academic performance
among the students.
Pass
5%
Moderate
20%
Good
23%
Very good
30%
Excellent
22%
GRADE POINT AVERAGE
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Figure (2):
Normal Q-Q Plot for Time Management
Figure (2): Normal Q-Q Plot for Time Management. The
plot illustrates the alignment of observed values of
time management skills with the expected normal
distribution. Points close to the diagonal line indicate
that the data approximates a normal distribution, while
deviations from the line suggest departures from
normality
Table (4) Correlation Between Academic performance and Time Management Skills
Correlations
N. Sample
Correlation
Coefficient )ρ(
Sig. (2-tailed)
Academic performance
260
.019
.756
ρ
: Spearman's rho Correlation, p < 0.05 considered statistically significant
Table (4): Correlation Between Academic Performance
and Time Management Skills. The Spearman's
correlation coefficient (ρ = 0.019) indicates a very weak
positive relationship between academic performance
and time management skills among the 260
participants. The p-value (Sig. = 0.756) suggests that
this correlation is not statistically significant (p > 0.05),
implying no meaningful association between the two
variables in this sample.
Table (5) Correlation between Academic Performance and Time Management Skills Based on Socio-
demographic Characteristics
Socio-demographic Characteristic
Time management skills
Correlation
We
ak
M
o
d
e
rate
Str
o
n
g
To
tal
Age (year)
M±SD= 2
1
.
3
±
4
.
8
17
–
2
6
90
147
1
238
r= 0.087
P-value= 0.208
Weak, not significant
2
7
–
3
6
7
8
0
15
3
7
–
4
6
3
4
0
7
Sex
Male
33
52
0
85
r=0.072
P-value= 0.25
Very weak, not significant
Female
67
107
1
175
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Grade
First
44
57
1
102
r=0.083
P-value= 0.091
Weak, borderline significant
Second
28
49
0
73
Third
15
29
0
44
Fourth
13
28
0
41
Study
Morning
43
67
0
110
r=0.07
P-value= 0.131
Very weak, not significant
Evening
57
92
1
150
Perceived family
income
Adequate
45
69
1
115
r=0.067
P-value= 0.143
Very weak, not significant
Partially
adequate
43
72
0
115
Inadequate
12
18
0
30
Marital status
Unmarried
88
135
1
224
r=0.071
P-value= 0.128
Very weak, not significant
Married
7
21
0
28
Divorced
4
1
0
5
Widowed
1
2
0
3
Living with
With family
85
148
1
234
r=0.068
P-value= 0.138
Very weak, not significant
Student dorm
9
3
0
12
With relatives
4
8
0
12
Private housing
2
0
0
2
Responsibility
Yes
31
49
1
81
r=0.074
P-value= 0.117
Weak, not significant
No
69
110
0
179
Work
Yes
21
36
0
57
r=0.069
P-value= 0.134
Very weak, not significant
No
79
123
1
203
Activity
Yes
44
47
0
91
r=0.071
P-value= 0.126
Very weak, not significant
No
56
112
1
169
Tools
Phone
21
68
1
90
r=0.069
P-value= 0.136
Very weak, not significant
Papers
48
50
0
98
Nothing
31
41
0
72
Total
100
159
1
260
r represents the Spearman’s Correlation coefficient, measuring the strength and direction of the relationship between two variables.
A p-value of < 0.05 suggests a statistically significant relationship.
The table presents the correlation between academic
performance and time management skills based on
socio-demographic characteristics. The analysis,
conducted using Spearman’s Correlation, revealed very
weak correlation values (r ≤ 0.1) and non
-significant p-
values (p > 0.05) for all variables. These findings suggest
no substantial or statistically significant relationship
between academic performance, time management
skills, and the socio-demographic factors studied, such
as age, gender, academic year, monthly income, and
additional responsibilities.
DISCUSSION
1. Demographic and Social Information of Students
The majority of students (91.5%) were aged between
17 and 26 years, representing a predominantly young
population in nursing education. This transitional age
group often faces challenges in adapting to academic
pressures and higher education demands, which might
explain their moderate time management skills.
Kulkarni (2020) observed that older students tend to
exhibit better time management skills due to their
maturity and life experiences, a finding that contrasts
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with this study, where age did not significantly
correlate with time management. Females constituted
the majority (67.3%) of the sample, which aligns with
global trends in nursing education. Female students are
often reported to possess better organizational and
time management skills than males, as highlighted in
Kaya et al. (2012). Nevertheless, Al Khatib (2014) found
no significant gender differences in time management,
suggesting that personal habits and motivation may
play a more critical role.
Regarding academic year distribution, 39.2% of
students were in their first year, followed by 28.1% in
the second year, 16.9% in the third year, and 15.8% in
the fourth year. This suggests that most participants
were still adjusting to university-level academic
demands, which could explain the observed gaps in
time management. Supporting this, Mirzaei et al.
(2012) found that first-year nursing students frequently
struggle with time management due to the sudden
increase in workload, whereas senior students tend to
develop stronger organizational skills over time.
Students in the evening program accounted for 57.7%
of the sample, compared to 42.3% in the morning
program. Evening students often face additional
responsibilities, such as part-time jobs, which might
limit their ability to manage time effectively. Adams
and Blair (2019) similarly found that evening students
frequently struggle to balance work and academics,
reducing their time management efficiency.
Regarding perceived family income, 44.2% of students
reported their income as adequate, 44.2% as partially
adequate, and 11.5% as inadequate. Deng et al. (2022)
highlighted that students from families with
inadequate income often experience additional stress,
which negatively impacts time management. However,
in this study, income levels did not significantly
influence time management or academic performance,
possibly due to family support. Most students were
unmarried (86.2%), which likely allows them more
flexibility in managing their academic tasks without
additional family responsibilities. Supporting this,
Pacheco-Castillo et al. (2021) noted that married
students often face competing demands between
family and academics, leading to poorer time
management.
The majority of students (90%) lived with their families,
while smaller proportions resided in dormitories or
private housing. Living with family likely provides
emotional and financial support, mitigating stress and
facilitating better time management. However, Costa
et al. (2013) suggested that students living
independently
are
more
likely
to
develop
organizational skills due to the need for self-reliance.
Only 31.2% of students reported having additional
responsibilities, such as caregiving or familial duties.
Mirzaei et al. (2012) observed that students with fewer
non-academic responsibilities tend to focus more
effectively on their studies and manage their time
better, which aligns with this study’s findings.
Approximately 21.9% of students were employed,
while 78.1% were not working. Adams and Blair (2019)
reported that working students face significant
challenges
balancing
work
and
academic
responsibilities, leading to weaker time management
practices, a trend reflected in this study. Participation
in extracurricular activities was reported by 35% of
students, while 65% did not engage in any activities.
Kulkarni
(2020)
noted
that
involvement
in
extracurriculars
can
positively
influence
time
management, as it encourages prioritization and better
task allocation. The low participation rate in this study
might reflect the rigorous demands of nursing
programs or limited availability of activities.
Finally, students used various tools for time
management: 37.7% used paper-based tools, 34.6%
relied on phones, and 27.7% did not use any tools.
Paper-based tools were associated with better
academic performance, supporting Ghiasvand et al.
(2017), who found that structured tools like planners
enhance organizational abilities. In contrast, reliance
on phones may lead to distractions, reducing efficiency.
2. Time Management Skills and Their Levels Among
Students
The majority of students (71.5%) demonstrated
moderate time management skills, while equal
proportions (14.2%) showed poor or good skills. Weak
areas were observed in critical aspects such as setting
daily priorities, preparing for the next day, and
maintaining control over daily routines. These findings
indicate a gap in basic planning and organizational skills
among students. A supporting study by Kaya et al.
(2012) similarly found moderate levels of time
management among nursing students, attributing this
to the intense theoretical and practical demands of
nursing programs, which leave little room for skill
development outside of academic tasks. However,
Adams and Blair (2019) found that students with
stronger time management skills performed better
academically, emphasizing that structured planning
and effective prioritization are directly linked to
academic success. The differences may stem from the
limited exposure to formal time management training
in Iraq, coupled with a lack of integration of these skills
into the nursing curriculum. Addressing these
deficiencies through workshops and support programs
could help bridge the gap and improve students' ability
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to manage their time effectively.
3. The Relationship Between Time Management Skills
and Academic Performance
The study found no statistically significant relationship
between time management skills and academic
performance (Spearman's ρ = 0.019, p = 0.756). This
suggests that specific strategies, rather than overall
time management skills, might influence academic
outcomes in this context. Supporting this finding,
Alshutwi et al. (2019) similarly reported weak or non-
significant correlations between time management and
academic performance, suggesting that other factors
like motivation, study environment, or stress
management may play a larger role in determining
academic success. On the other hand, Blegur et al.
(2019) found a strong positive correlation between
time management and academic performance,
highlighting the importance of structured time
allocation and planning in achieving better results.
4. Correlation Between Academic Performance and
Time Management Skills Based on Socio-demographic
Characteristics
The study revealed no substantial or statistically
significant
correlations
between
academic
performance, time management skills, and socio-
demographic factors such as age, gender, academic
year, study program, marital status, or family income.
A supporting study by Pacheco-Castillo et al. (2021)
found that socio-demographic factors like age and
gender had minimal influence on time management,
aligning with the findings of the current study. In
contrast, Kulkarni (2020) observed that older students
often displayed better time management skills due to
their life experiences and ability to handle
respon
sibilities, which contrasts with this study’s
findings.
CONCLUSION
The study explored the relationship between time
management and academic performance among
nursing students at the University of Kerbala. The
findings indicate that while the majority of students
demonstrated moderate time management skills,
significant gaps were evident in key areas such as
setting priorities, preparing for daily tasks, and
maintaining control over their routines. Despite these
gaps, no statistically significant correlation was found
between time management skills and academic
performance, suggesting that other factors, such as
motivation,
stress
management,
and
study
environment, may have a more substantial impact on
academic outcomes. Additionally, the analysis revealed
no meaningful association between time management
skills, academic performance, and socio-demographic
characteristics, including age, gender, and income.
These results highlight the need for targeted
interventions to enhance time management practices,
such as incorporating formal training programs and
support mechanisms into the nursing curriculum. By
addressing these deficiencies, nursing students can
better navigate the rigorous demands of their
education, potentially improving both their time
management and academic success.
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