Effect of Working Commitment on Academic Achievement Mediated by Time Management and Institutional Support: A Study on the Management Department of Rajshahi College, Bangladesh

This study examined the effect of working commitment, institutional support, and time management on the academic achievement of students in the Management Department of Rajshahi College, Bangladesh. Recognising that students exhibit varying levels of academic performance, the research explored whether work commitments influence these outcomes and how time management and institutional support may mediate this relationship—an area underexplored in the context of public higher education in Bangladesh. A descriptive research design and a quantitative method were used. From a population of 400 students, a sample of 95 was selected through simple random sampling. Data were collected via a structured questionnaire using a five-point Likert scale. Composite reliability values ranged from 0.919 to 0.956, and the Average Variance Extracted (AVE) values ranged from 0.746 to 0.811, indicating good construct reliability and validity. Structural Equation Modelling (SEM) was applied using SPSS 20 and Smart PLS 4 to perform both descriptive and inferential analyses. Findings revealed that time management (mean = 3.58) had the only significant direct positive effect (β = 0.221) on academic achievement (mean = 3.50). In contrast, working commitment (mean = 3.85) negatively impacted (β = -0.247). Time management. Institutional support (mean = 2.76) and its mediating effect (B = -0.099) were not significant. These results suggest that in order to enhance academic performance, institutions should prioritise time management training for students, particularly those balancing academic and work responsibilities. The study indicates that there must be collaborative efforts between academic