INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
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Joniuzoqova Mashhura Azizjon kizi
First-year student at Karshi State University
Foreign languages faculty
TIME POVERTY AMONG STUDENTS: WHY 24 HOURS AREN’T
ENOUGH ANYMORE
Annotation:
This article explores the growing phenomenon of time poverty among university
students, emphasizing how modern academic demands, extracurricular expectations, and digital
distractions have created an overwhelming sense of time scarcity. The paper examines the root
causes of time poverty, its psychological and academic consequences, and discusses possible
interventions at both the institutional and individual levels. Based on qualitative analysis of
literature and existing surveys, the study calls for a systemic reconsideration of time use in
higher education to support student well-being and productivity.
Keywords:
Time poverty, student life, academic stress, digital distractions, mental health,
university culture, burnout
Introduction
. In a world where multitasking has become a norm, students find themselves in a
constant battle against the clock. In today’s educational landscape, students are expected to
manage a wide array of responsibilities, ranging from academic performance and internships to
financial independence and social engagement. This pressure has given rise to “time poverty,” a
condition where individuals feel they lack sufficient time to complete necessary tasks, often at
the expense of rest and emotional well-being. This paper investigates the underlying causes and
effects of time poverty among students and proposes institutional and personal strategies to
address it.
Method
. This article employs a qualitative content analysis approach. Data was gathered from
existing academic research, student surveys, and psychological studies related to time
management, burnout, and university lifestyle. Reports such as those from the National College
Health Association (NCHA) and peer-reviewed psychological journals were analyzed to identify
patterns and common themes around student experiences with time scarcity.
Results
. Academic Overload and Unrealistic Expectations. Most university programs today
encourage not only strong academic performance but also involvement in extracurricular
activities, internships, and research. Students reported feeling compelled to overcommit in order
to remain competitive in future job markets or graduate school admissions. This
overcommitment leads to time compression, where essential tasks such as rest, reflection, and
social interaction are sacrificed.A case study from a liberal arts university in the U.S. revealed
that 72% of students were enrolled in more than five courses per semester, while simultaneously
engaging in at least two non-academic commitments. These students reported reduced study
quality and difficulty concentrating.
Economic Pressures and Part-Time Work. Financial constraints play a critical role in time
scarcity. Many students rely on part-time jobs to pay tuition or living expenses, which adds an
average of 15–20 work hours per week. For some, this means prioritizing employment over
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
291
academic preparation or personal wellness. In low-income regions or among first-generation
students, the time burden is even more pronounced.The NCHA (2023) found that 43% of
working students experienced frequent scheduling conflicts between work and academic
obligations, leading to chronic lateness, missed classes, or incomplete assignments[6].
Digital Distraction and Attention Fragmentation. While digital platforms provide tools for
productivity, they also contribute heavily to time loss. Students often shift between academic
platforms (like Google Scholar or Canvas) and distracting apps (like Instagram, TikTok, and
YouTube). This attention-switching decreases task efficiency and leads to the perception that
time is vanishing.A psychological experiment conducted in 2022 revealed that students who
multitasked digitally while studying took 40% longer to complete tasks compared to those who
focused on one activity. Despite spending more time online, they retained less information[5].
Psychological Toll and Burnout.The cumulative result of overwork and under-rest is emotional
exhaustion. Students reported symptoms of burnout such as chronic fatigue, sleep disruption,
irritability, and even detachment from academic goals. Many equated busyness with worth,
contributing to a toxic mindset where taking breaks felt like failure[7].
Social Disconnection and Isolation. Students suffering from time poverty also face social
withdrawal. As schedules tighten, time for friendships, family interaction, and even casual
conversations shrinks. This isolation reduces access to emotional support and can increase
anxiety or depressive symptoms. An ethnographic study in Canada noted that students living in
shared housing units were physically present with peers but rarely interacted beyond brief
greetings. They cited exhaustion and “no time for talking” as the main reasons.
Reduced Academic Engagement and Learning Quality. Perhaps most paradoxically, time
poverty undermines the very purpose of university: meaningful learning. Overloaded students
often engage in surface-level learning, memorizing material for short-term retention instead of
deep understanding.Educators observed that time-poor students were less likely to participate in
discussions, attend office hours, or take advantage of enrichment opportunities such as academic
seminars or tutoring — despite being academically capable[9].
Literature Review
. Numerous studies have explored student workload and time use. Misra and
McKean (2000) highlighted the link between academic overload and mental health decline[2].
More recent research by Rosa (2021) discusses the phenomenon of “time confetti,” where
fragmented attention leads to reduced task efficiency and increased stress[3]. Babcock and
Marks (2011) coined the term “time poverty” in educational contexts, linking it with academic
burnout and reduced cognitive performance[1]. These findings collectively support the claim that
time poverty is not merely a personal issue, but a structural problem in higher education systems.
Conclusion
.Time poverty among students is a widespread issue rooted in academic culture,
economic demands, and digital environments. It affects mental health, academic outcomes, and
overall student satisfaction. While individual time management strategies help, broader
institutional reforms — such as flexible scheduling, reduced multitasking expectations, and
mental health awareness — are essential to meaningfully combat this issue. Recognizing time as
a limited yet vital resource may pave the way for a more compassionate and balanced student
experience. In addressing it, we affirm that students are not just learning machines, but whole
individuals with emotional, intellectual, and social needs.
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 11, issue 1, April 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
292
References
:
1. Babcock, P., & Marks, M. (2011). The falling time cost of college: Evidence from half a
century of time use data. The Review of Economics and Statistics, 93(2), 468–478.
2. Misra, R., & McKean, M. (2000). College students’ academic stress and its relation to their
anxiety, time management, and leisure satisfaction. American Journal of Health Studies,
16(1), 41.
3. Rosa, H. (2021). Social Acceleration: A New Theory of Modernity. Columbia University
Press.
4. National College Health Association. (2023). National College Health Assessment:
Undergraduate Student Reference Group Executive Summary.
5. Junco, R. (2012). Too much face and not enough books: The relationship between multiple
indices of Facebook use and academic performance. Computers in Human Behavior, 28(1),
187–198.
6. Schor, J. (1991). The Overworked American: The Unexpected Decline of Leisure. Basic
Books.
7. Ellis, A., & Marx, J. (2020).Burnout and mental fatigue in university students: Predictors
and prevention. Journal of College Student Psychotherapy, 34(2), 112–127.
8. Casey, B. M. (2022).The multitasking myth: How digital distractions are rewriting the
academic brain. Journal of Educational Psychology, 114(3), 375–390.
9. Kember, D. (2004). Interpreting student workload and the factors that shape it. Studies in
Higher Education, 29(2), 165–184.
10. Huang, L., & Yang, D. (2019).Academic competition and student burnout: A cross-national
comparison. International Journal of Educational Research, 98, 79–90.
