THE RELATIONSHIP OF SELF-MANAGEMENT TO ACADEMIC MOTIVATION, STUDY EFFICIENCY, ACADEMIC SATISFACTION, AND GRADE-POINT AVERAGE AMONG PROSPECTIVE EDUCATION MAJORS

The purpose of the study was to determine the relationship between sel f-management and students' approaches to study and academic success. O ne hundred ninety-five potential education majors (mainly sophomores a nd juniors) were administered four self-report instruments measuring s elf-management, motivation for study, approaches to study, and satisfa ction with college life. In addition, GPA was recorded for each studen t. A combination of correlational analyses, group comparisons, and ste pwise discriminant analyses revealed that self-management was most str ongly linked to disorganized study habits, efficiency in study habits, and intrinsic motivation for academic pursuits. Self-managment was un related to both extrinsic motivation for academic involvement and grad e point average.