Time-use and college outcomes

By Ralph Stinebrickner, Todd R. Stinebrickner. 2004

182 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/4d51fc105a7d92735d29e6e6a31916011ac385a2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

1. James J. Heckman
2. Flávio Cunha
3. Lance Lochner
4. Dimitriy V. Masterov
5. Bernardo A. Huberman
6. Ranjeev Darolia
7. C. Kalenkoski
8. Allison M Cantwell

In Education

1. James J. Heckman
2. Lance Lochner
3. Flávio Cunha
4. Dimitriy V. Masterov
5. G. Hudson
6. Sarath A. Nonis
7. Ranjeev Darolia
8. C. Kalenkoski

Citations in the corpus

• Performance of College Students: Impact of Study Time and Study Habits (2010, background): “According to Stinebrickner and Stinebrickner (2004), the understanding of one of the most basic inputs in the education process that is students’ study time and its relationship to academic performance is at present limited at best.”
• DOES STUDENT WORK REALLY AFFECT EDUCATIONAL OUTCOMES? A REVIEW OF THE LITERATURE (2018, unknown): “As the reduced time spent on the latter activities subsequently worsens academic performance (Arulampalam, Naylor, & Smith, 2012; Stinebrickner & Stinebrickner, 2004; 2008), student employment may have a detrimental effect on educational attainment.”
• Parental transfers, student achievement, and the labor supply of college students (2012, methodology): “4 Using time-use data on students from one college, Stinebrickner and Stinebrickner (2004) found a large positive relationship between study-time and first-year GPA.”
• The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial (2009, unknown): “In our sample, girls are more likely to participate in these marathon study sessions than boys, especially among those in the top half of the lagged score distribution (30 percent for girls versus 19 percent for boys). Among upper-quartile girls, the group with the largest treatment effect on Bagrut”
• Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students (2014, background): “Given research demonstrates a positive relationship between study time and GPA (e.g., Stinebrickner & Stinebrickner, 2004, 2008), decreases in study time would be expected to have a negative impact on academic performance.”
• Are Social Media Ruining Our Lives? A Review of Meta-Analytic Evidence (2019, background): “Other things equal, less study time would in turn contribute to poorer academic performance (Stinebrickner & Stinebrickner, 2004).”
• Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey 2006 (2010, methodology): “Previous research indicates that retrospective accounts of time use are less accurate and reliable than accounts based on time diaries (Robinson, 1985; Robinson & Godbey, 1997; Stinebrickner & Stinebrickner, 2004).”
• Interpreting the Evidence on Life Cycle Skill Formation (2005, background): “33 Stinebrickner and Stinebrickner (2004) examine the role of credit constraints in determining college attrition at a small liberal arts college in Kentucky.”
• Rhythms of social interaction: messaging within a massive online network (2006, background): “ng when it is one’s first time having the freedom and responsibility to make the majority of those choices for oneself. Students’ academic performance is predicted by how much time they spend studying [15] and where students spend their time and with whom they spend it predicts whether they will bing”