Background: Many students struggle with academic self-concept, procrastination, and test anxiety, which can negatively impact their academic performance. This research sought to determine whether time management training could effectively improve academic self-concept, reduce procrastination, and lessen test anxiety in students. Methods: This study utilized a quasi-experimental, pre-test/post-test control group design. The target population comprised all female secondary school students in Ahvaz during the 2022-2023 academic year. A convenience sample of 30 students was recruited and randomly assigned to either the experimental group (n=15) or the control group (n=15). Data were collected using the Academic Self-Concept Questionnaire, the Academic Procrastination Questionnaire, and the Test Anxiety Questionnaire. The experimental group received a time management training program consisting of seven 60-minute sessions; the control group received no intervention. Data were analyzed using analysis of covariance (ANCOVA). Results: The results indicated that time management training was effective in improving academic self-concept (F=3.45, P=0.034) and reducing both academic procrastination (F=5.13, P=0.012) and test anxiety (F=29.61, P=0.001) in students. Conclusion: This study demonstrates that time management training effectively improves academic self-concept and reduces both procrastination and test anxiety in students. These findings suggest that such training can be a valuable tool for educators and institutions seeking to foster a positive learning environment and enhance student success.
Motavaf et al. (Mon,) studied this question.
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