En
Register Log in
  1. Main
  2. Monograph
  3. Modern issues of pedagogy and psychology: theoreti...
  4. Managing academic and free time in the process of...

Managing academic and free time in the process of academic education

Book Chapter
DOI: 10.31483/r-109674
Open Access
Monograph «Modern issues of pedagogy and psychology: theoretical and methodological approaches and practical research results»
Creative commons logo
Published in:
Monograph «Modern issues of pedagogy and psychology: theoretical and methodological approaches and practical research results»
Author:
Aleksandr I. Kugai 1
Work direction:
Глава 2
Pages:
32-48
Received: 3 January 2024

Rating:
Article accesses:
754
Published in:
РИНЦ
1 Severo-Zapadnyi institut upravleniia FGBOU VO "Rossiiskaia akademiia narodnogo khoziaistva i gosudarstvennoi sluzhby pri Prezidente RF"
For citation:

Abstract

This chapter presents various ways to effectively manage time in the process of academic learning, given as a premise that it is an abstract resource, which is difficult to manage, although it has a significant impact on student life. In general, a modern person is becoming increasingly busy, feeling a gap between the number of activities he wants to complete and the ability to complete them in a timely, stress-free manner. During the process of academic learning, students face the need to rebuild their way of using time as a resource, as well as other resources associated with it, thus becoming more organized, which has an impact on the results of their activities. In the event of academic environment, as for students participating in the educational process, sources of stress are either at the academical level: people in a group with close relationships, individual teachers, group membership, competition with peers. Also, tense relationships with decision makers, who makes amendments at the level of the system, institution, various events in public life. Regarding sources of stress, they can also be found at the level of the educational activity itself: the nature of tasks, their volume, complexity, deadlines, restrictions, learning conditions, unjustified rules and habits, ambiguity of functions, student’s lack of desire to assign them. The study aims to outline several effective principles of action related to time management that could be useful for both students and educators.

References

  1. 1. Кугай А.И. Болонский процесс и национальная традиция: достоинства и издержки / А.И. Кугай // Управленческое консультирование. – 2011. – №2 (42). – С. 194–201. – EDN ODWUUP
  2. 2. Кугай А.И. Со-воспитательная роль городского пространства в социализации детей: Фламандский опыт / А.И. Кугай // Современные вызовы образования и психология формирования личности: монография. – Чебоксары: Среда, 2023. – С. 203–213.
  3. 3. Кугай А.И. Позитивное развитие молодежи в контексте семейного досуга / А.И. Кугай // Современные вызовы образования и психология формирования личности: монография / Т.Е. Демидова, Г.А. Волковицкая, К.В. Кулемина [и др.]; гл. ред. Ж.В. Мурзина; Чувашский республиканский институт образования. – Чебоксары: Среда, 2023. – С. 44–52.
  4. 4. Кугай А.И. Пространство дома как социологическая категория / А.И. Кугай // Стратегии устойчивого развития: экономические, юридические и социальные аспекты: монография. – Чебоксары: Среда, 2023.
  5. 5. Băban A. Psychology of Health, Course Support, Cluj – Napoca: «Babeş Bolyai», University, 2005.
  6. 6. Candy P. Self-regulation for lifelong learning: A comprehensive guide to theory and practice. San-Francisco: Jossey-Bass, 1991.
  7. 7. Cerghit I. Alternative and Complementary Instruction Systems. Structures, Styles, Strategies. Bucharest: Aramis Publishing House, 2002.
  8. 8. Covey S. Efficiency in seven steps or an ABC of wisdom. Bucharest: All Publishing House, 1996.
  9. 9. Corodeanu D.T. Time Management or Techniques and Instruments to save time efficiently. In Scientific Anals of Alexandru Ioan Cuza University, Iasi, Economics Sciences, (LII/LIII), 2006. Рp. 168–179.
  10. 10. Eratay E., Aydoğan Y. (2015). Study of the Relationship Between Leisure Time Activities and Assertiveness Levels of Students of Abant Izzet Baysal University. In Procedia – Social and behavioral sciences, (191), 2213–2218.
  11. 11. Juran J.M., Godfrey A.B. Juran's Quality Handbook. Fifth Edition. Mc Grow Hill. 1999.
  12. 12. Knowles M. Andragogy in action: aplying modern principles of adult learning. San Francisco, Washington, London: Josseyy ass Publishers, 1985.
  13. 13. Lazarus R.S. Toward better research on stress an coping. In American Psychologist, 2001, (55), 665–673.
  14. 14. Manolescu M. Assessing Activity between Cognition and Metacognition. Bucharest: Meteor Press Publishing House, 2004.
  15. 15. Mamali C. Technology and Goals of Education. Self-organized Learning. In Forum (1), 1987. Pp. 60–67.
  16. 16. Negovan V. Autonomy in Academic Learning: Bases and Resources. Bucharest: Curtea Veche Publishing House, 2004.
  17. 17. Noel B. The metacognition. Bruxelles: De Boeck Universite, 2001.
  18. 18. Schunk D.H. Self-efficacy and academic motivation, Educational Psychologist, 1991, (26), 207–231.
  19. 19. Suskie L. Assesing Students Learning. A common Sense Guide. Third Edition. San Francisco, CA: Jossey Bas, 2018.
  20. 20. Watkins C., Carnell E., Lodge C., Wagner P., Whalley C. Learning about Learning. Resources for supporting effective learning. London: Routledge, 2000.
  21. 21. Zimmerman B.J., Schunk D.H. Self-regulated learning and academic achievement: theory, research and practice. New York: Springer, Berlin: Heidelberg, 1989.

Comments(0)

When adding a comment stipulate:
  • the relevance of the published material;
  • general estimation (originality and relevance of the topic, completeness, depth, comprehensiveness of topic disclosure, consistency, coherence, evidence, structural ordering, nature and the accuracy of the examples, illustrative material, the credibility of the conclusions;
  • disadvantages, shortcomings;
  • questions and wishes to author.