The Interplay Between Time Management and Academic Burnout Among College Students

Abstract

With the widespread adoption of online and hybrid learning in higher education, college students face unique challenges like reduced structured support and blurred work-life boundaries, which elevate the risk of academic burnout. This study synthesizes empirical evidence to explore the interplay between time management and academic burnout in online learning contexts. Methods include reviewing cross-sectional, longitudinal, and crosscultural studies, as well as analyzing mediating (academic self-efficacy, perceived academic stress) and moderating (self-discipline, teacher support) factors. Results indicate that online academic burnout is amplified by technostress, social isolation, and blurred work-life boundaries; effective time management (encompassing structured scheduling, distraction management, and goal-oriented self-motivation) shows a significant negative correlation with all three burnout dimensions (emotional exhaustion, academic cynicism, reduced personal accomplishment); and the time management-burnout relationship is mediated by academic self-efficacy and perceived stress, and moderated by self-discipline and teacher support. Conclusions provide practical recommendations for students, educators, and institutions to mitigate burnout, along with suggestions for future research to address study limitations.