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How does time management, self-care, and academics affect student’s success? Along with Washington State Universities (WSU) mission statement academics and the effect they have on student’s success can be very detrimental if the student is not managing their health and time properly. Students Time Management in higher education affects their success. There are many different peer reviewed scholarly articles from WSU library and scholarly articles available on this subject. Performance in academics and student success has shown that the more a student takes care of their personal health and has a good support system the more successful they are. How work overload affects students can also be based on time management and self-care.

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Separating your daily work and studies is critical in time management practices to become successful, also staying engaged in your studies while staying persistent will lead to success. According to American Journal of Health Education, caring for your body and mental health fuel your success so managing your body increases the ability to manage your time to become less stressful, White, M.A. (2019). Properly managing mental and physical health enable the mind to set a good schedule that is feasible and not overloading school work. Time management prevents mental health issues and increases the ability to succeed. Managing your academic schedule will lead to success while also managing your self-care before, O’Neill, M. (2019). After researching many different articles and studies, time management strongly relates to how successful students are in academics.

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Students time Management in higher education, their performance in academics and success depends on work overload. Success depends upon consistent implementation, modeling by adults and peers. Having someone to hold you accountable. Separating your daily work and studies is critical in time management practices to become successful. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and vicarious trauma. Research has suggested that achievement is not solely based on the cognitive abilities of the learner, but rather on the combination of cognitive ability and personality traits, Bazelais, P (2016). The sources were structured very well and very informative arguing why the research was valid.

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1. Literature Review

2. Point of Contention 1

3. Point of Contention 2

4. Concession

5. Refutation

6. Conclusion

7. References

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Self-care plays a huge role in being successful in graduate training. Social and emotional development is the process through which people acquire and apply the knowledge, attitudes, and skills to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions, according to the article Practice Base for How We Learn, Berman, S. (2018). Success comes with having a good support system and being disciplined by managing personal, physical, and mental health. Performance depends on the amount of work put in and the more support you have the higher the success rate of students in higher learning. Research has shown that psychological well-being is positively associated with student engagement, persistence, and performance Moses, J. (2016). As a student being successful is very important in order to succeed and move in to careers so that can lead to a stressful environment and create a lot of pressure. Practicing self-care will start students on the right path to academic success and career longevity.

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According to Alyami, A. (2021) and Berman, S. (2018) time and attitude has a positive or negative perspective towards the present directly linked to academic achievement. Social and emotional development is the process through which people acquire and apply the knowledge, attitudes, and skills to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. This is for performance and academic success. Similarities between the two authors are very closely related and show the same results for academic success.

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Work overload can lead to a decreased learning in higher education. Creating a schedule to set aside time for each subject is key in becoming successful and not overloading will increase the ability to succeed. Integrating self-care skills, techniques and strategies into daily social work practice becomes essential to prevent compassion fatigue, burnout, and mental downfall Lewis, M. L. (2019). Academic burnout can have serious consequences for university students. Students are prone to higher levels of stress and depression, poorer academic performance, and attrition from universities Loi, N. M. (2022). When the workload becomes too much for a student they tend to become overwhelmed, which leads to a downfall in their work. Performance depends on persistence but efficiently and not overloading to the point of depression. Self-care is first necessary before trying to overload your schedule. Caring for your body and mental health fuel your success in order to take on more work load.

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Students time Management in higher education, their performance in academics and success depends on managing schedules and separating personal life and academics. Performance depends on the amount of work put in and the more support you have. The more time you can spend on the subjects of study the more successful you will become. Properly managing this time is necessary to not overload. Work overload can lead to a decreased learning. This research is easily researchable having many different reliable sources for how to become successful as a student in higher education. Time management, performance in academics, and work overload affecting student’s success can all be managed properly in order to become a successful student in higher education.

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Alyami, A., Abdulwahed, A., Azhar, A., Binsaddik, A. and Bafaraj, S. (2021) Impact of Time-  Management on the Student’s Academic Performance: A Cross-Sectional Study. Creative           Education, 12, 471-485. doi: 10.4236/ce.2021.123033.

Bazelais, P., Lemay, D. J., & Doleck, T. (2016). How Does Grit Impact College Students'         Academic Achievement in Science?. European Journal of Science and Mathematics               Education, 4(1), 33-43.

Berman, S. (2018). The Practice Base for How We Learn: Supporting Students' Social,             Emotional, and Academic Development. Consensus Statements of Practice from the                   Council of Distinguished Educators. Aspen Institute.

Colman, D. E., Echon, R., Lemay, M. S., McDonald, J., Smith, K. R., Spencer, J., & Swift, J. K.                  (2016). The efficacy of self-care for graduate students in professional psychology: A    meta-analysis. Training and Education in Professional Psychology, 10(4), 188.

Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic            achievement. Education and Urban Society, 47(3), 284-306.

Lewis, M. L., & King, D. M. (2019). Teaching self-care: The utilization of self-care in social   work practicum to prevent compassion fatigue, burnout, and vicarious trauma. Journal of                  Human Behavior in the Social Environment, 29(1), 96-106.

Loi, N. M., & Pryce, N. (2022). The role of mindful self-care in the relationship between           emotional intelligence and burnout in university students. The Journal of                                                psychology, 156(4), 295-309.

Moses, J., Bradley, G. L., & O’Callaghan, F. V. (2016). When college students look after     themselves: Self-care practices and well-being. Journal of student affairs research and   practice, 53(3), 346-359.

O’Neill, M., Yoder Slater, G., & Batt, D. (2019). Social work student self-care and academic         stress. Journal of Social Work Education, 55(1), 141-152.

White, M. A., Whittaker, S. D., Gores, A. M., & Allswede, D. (2019). Evaluation of a self-care          intervention to improve student mental health administered through a distance-learning                    course. American Journal of Health Education, 50(4), 213-224.