The Relationship between Time Management Disposition and Coping Style to Develop Academic Self-Efficacy of Students in Fuzhou Technology and Business University

Abstract

This study aimed to explore the relationship between time management disposition, coping style, and the development of academic self-efficacy among students at Fuzhou Technology and Business University. This study adopted a quantitative method. Data were collected through a questionnaire survey, with a sample of 375 students. Statistics include frequency, percent, mean, standard deviation, Pearson correlation, and regression analyses. The sample showed a balanced gender distribution, with males accounting for 48.9% and females 51.1%. Descriptive statistics indicated that students demonstrated relatively high levels of time management disposition, coping style, and academic self-efficacy. Correlational analysis revealed significant positive relationships among the three variables. The findings revealed that: (1) The surveyed students exhibit relatively high levels across three dimensions: time management disposition, coping style, and academic self-efficacy. (2) There was a significant positive correlation among time management disposition, coping style, and academic self-efficacy. (3) Time management disposition and coping style exert significant predictive effects on academic self-efficacy at Fuzhou Technology and Business University. These findings highlight the importance of fostering effective time management and adaptive coping strategies to enhance students' academic confidence and performance.