Factors associated with academic time use and academic performance of college students: A recursive approach.

By Amy Gortner Lahmers, C. Zulauf. 2000

149 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/771d2b7f25206e057264d9bbcf9f8b9944887335

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Citations in the corpus

First-Year College Students’ Time Use (2017, methodology): “Our research supports the importance of studying student time use in college (Brint & Cantwell, 2010; Lahmers & Zulauf, 2000; Nonis et al., 2006; Zuriff, 2003).”
Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance (2005, background): “Standardized assessments of aptitude such as SAT and ACT scores are also predictive of performance in college (Gortner Lahmers & Zulauf, 2000; Hinrichsen, 1972; Schuman et al., 1985).”
Psychosocial Factors Predicting First-Year College Student Success (2013, unknown): “Gortner, Lahmers and Zulauf (2000) and Nonis, Philhours, and Hudson (2006) used time diaries as direct measures of time management among students.”
Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey 2006 (2010, background): “…attendance and academic study are known to be predictors of student success in college, even after prior academic performance and ability are controlled (see Lahmers & Zulauf, 2000; Nonis, Philhours, & Hudson, 2006; Pascarella & Terenzini, 2005, pp. 186–7; Stinebrickner & Stinebrickner, 2004).”
Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model (2013, background): “However, the results derived from empirical research do not clearly support this hypothetical relation, at least not with reference to a direct relation between these variables (Gortner-Lahmers and Zulauf 2000; Plant et al. 2005).”