Students' Academic achievements and self-management: an empirical analysis

Abstract

This article explores the relationship between students’ academic performance and their level of self-management. In the current higher education system, the ability to manage one's learning process effectively is considered a key factor in achieving academic success. The study aims to determine the impact of self-management components on students’ academic performance.

The research involved students from various universities and employed both quantitative and qualitative methods. Statistical analysis revealed that students with a high level of self-management tend to achieve better academic results. Qualitative methods helped to identify key psychological factors influencing academic outcomes.

The findings show that goal setting, time management, maintaining motivation, and self-regulation skills have a positive impact on academic success. A lack of these skills, in contrast, was associated with lower academic achievement.

The practical significance of the study lies in the need to develop training programs and methodological tools aimed at enhancing students' self-management abilities, which can also contribute to their future professional success.