EXPLORING THE CORRELATION BETWEEN TIME MANAGEMENT, SELF-

DISCIPLINE AND ACADEMIC ACHIEVEMENT AMONG SENIOR HIGH

SCHOOL

STUDENT ATHLETES AT MATALOM NATIONAL HIGH SCHOOL

A Research Paper Presented to the Faculty of

MATALOM NATIONAL HIGH SCHOOL

In Fulfillment of the Requirements for the subject

Inquiries, Investigation and Immersion

NICOLE ANNE O. PADILLA

REA JANE A. ODON

MIRAFLOR PRIA

NICOLE LOMBOG

LEONEIL PRIA

RHEJIE FRIA

DECEMBER 2024
 Chapter I

INTRODUCTION

Background of the Study

Student athletes represent a unique population within educational

institutions. These individuals are tasked with meeting the dual demands of

maintaining academic excellence while performing at high levels in their chosen

sports. While participation in athletics can foster skills such as teamwork,

leadership, and perseverance, it often places significant time and energy

demands on students, creating challenges in achieving academic success.

Balancing these roles requires student athletes to master critical life skills,

particularly time management and self-discipline, yet these skills are not always

emphasized or adequately developed.

Time management, defined as the ability to plan, prioritize, and allocate

time effectively across various activities, is especially critical for student athletes.

Athletic commitments, including training sessions, competitions, and travel, can

consume large portions of their schedules, leaving limited time for studying,

assignments, and other academic responsibilities. Without effective time

management, student athletes may struggle to meet academic deadlines or

prepare adequately for examinations, potentially leading to poor academic

outcomes.

Self-discipline, is the capacity to stay focused on tasks, regulate behavior,

and resist distractions—is vital for maintaining academic performance. Student

athletes must often navigate physical and mental exhaustion after rigorous

athletic activities while maintaining the motivation to complete academic tasks.

Self-discipline enables them to overcome these challenges, ensuring consistent

academic effort despite the pressures of their dual roles.

 1

Based on our literature review, it acknowledges the importance of time

management and self-discipline in educational success, most studies focus on

the general student population. Research has shown that time management and

self-discipline are strong predictors of academic success. Zimmerman (2000)

emphasized the role of self-regulated learning, stating that self-discipline is often

a better predictor of academic performance than intelligence. This is especially

true for student-athletes, who must exhibit a high level of self-regulation to

balance their athletic and academic commitments. Similarly, Macan et al. (1990)

found that effective time management is directly correlated with improved

academic performance, highlighting the significance of scheduling, prioritizing

tasks, and maintaining a balance between academic and athletic responsibilities.

These findings underscore the importance of these skills in ensuring that

student-athletes can meet the challenges of both their academic and athletic

pursuits.

Moreover, Duckworth and Seligman (2005) found that self-discipline

consistently outperforms IQ in predicting academic success, underscoring that

success in academics is often determined by one’s ability to maintain focus,

resist distractions, and persevere in the face of challenges—traits that are

essential for student-athletes. In their study, Martinez and Lu (2017) investigated

the combined effects of time management and self-discipline on academic

performance among student-athletes, suggesting that both factors are crucial in

navigating the academic demands while also excelling in sports. The

predetermined variables (age, sports classifications, academic track, and years

of participation in sports) serve as important contextual factors in understanding

how student-athletes manage their time and exhibit self-discipline.

Age is a factor that can influence how well student-athletes have

developed these skills. Older athletes, who have had more time to refine their

time management strategies and self-discipline, are often better at balancing

their responsibilities

compared to younger athletes who may still be learning to juggle both academic

and athletic duties.

Additionally, sports classifications, such as whether an athlete

participates in individual or team sports, can affect how they structure their time.

Athletes in individual sports often have more autonomy over their schedules,

which may enhance their ability to manage time effectively, while team sports

athletes may have more rigid schedules due to team practices and events.

The academic track of student-athletes also plays a significant role in

determining how they balance their academic and athletic responsibilities.

Athletes enrolled in more demanding academic tracks, such as STEM disciplines,

may face higher academic pressures, requiring more advanced time

management skills and self-discipline. Conversely, athletes in less rigorous

academic programs may experience less pressure, but may still face challenges

in maintaining focus on their studies due to the demands of sports.

The years of participation in sports can also influence how effectively an

athlete manages their time and maintains discipline. Experienced athletes, who

have had more time to adjust to the dual demands of athletics and academics,

are often better equipped to handle the pressures of both areas. Sailes and

Kienast (2014) found that student-athletes with more years of experience tend to

perform better academically, likely due to their ability to develop more effective

time management strategies and greater self-discipline.

This study aims to explore how these predetermined variables—age,

sports classifications, academic track, and years of participation in sports—

impact the time management and self-discipline of student-athletes, ultimately

influencing their academic performance. By understanding these relationships,

this research seeks to offer insights into the factors that contribute to the

academic success of student-

athletes and provide recommendations for improving time management and

selfdiscipline in this unique population.

Statement of the Problem

Generally, the objective of this study is to examine the relationship between time

management, self-discipline, and academic performance among student

athletes.

Specifically, this study would like to seek answers to the following questions;

1. What is the profile of respondents in terms of;

1.1. Age

1.2. Grade Level

1.3. Classifications of sports

1.4. Academic Track

1.5. Academic Performance

1.6. Years of participation in sports

2. What is the level of student athletes in terms of:

1.1. Time Management;

1.2. Self-discipline?

3. Is there a significant difference between male & female student-athletes

time management?
 4. Is there a significant between male & female student-athletes self-

discipline?

5. What is the role of self-discipline in balancing academic and athletic

responsibilities?

6. Is there a significant relationship between time management, self-

discipline, and academic performance among student-athletes?

Significance of the Study

The study aims to provide knowledge and insight in regard to the chosen topic

that is expected to benefit and give importance to the following people:

• Student-Athletes

Student-athletes will gain a deeper understanding of how

effective time management and self-discipline are essential for

balancing the demands of sports and academics. The study will offer

practical strategies that can help them improve their performance

both in the classroom and on the field. By applying these

strategies, student athletes will be better equipped to enhance

their productivity, manage their time more effectively, and reduce

stress, leading to improved academic performance and athletic

achievement.

• Coaches

Coaches and athletic staff play a pivotal role in the

development of student-athletes. This research will provide them with

insights into how time management and self-discipline impact not only
athletic performance but also academic success. Coaches can

incorporate these findings into their training programs, fostering a

more holistic approach to athlete development that includes time-

management workshops or mentoring programs to help student-

athletes balance their academic and athletic commitments more

effectively.

• Schools

Schools, colleges, and universities will benefit from the

study by gaining a clearer understanding of the challenges that

student-athletes face in balancing academics and sports.This

knowledge will enable institutions to design more effective support

systems, such as time management seminars, academic

counseling,or tailored tutoring programs. The study could also

prompt educational institutions to consider more flexible academic

policies or schedules to accommodate student-athletes during peak

sports seasons, ultimately improving the overall academic success of

these students

• Parents

Parents and families play a crucial role in supporting the

academic and athletic growth of student-athletes. This study will

provide parents with insights into the importance of time

management and self-discipline for their children’s success. By

understanding these factors, parents can offer better support,

helping their children create structured routines and balance their

responsibilities more effectively. The research will also help parents

provide emotional support during stressful times, ensuring that

 student-athletes have the resources they need to succeed in both

areas.

• Future Researchers

Future researchers in the fields of sports psychology,

education, and student development will benefit from the findings of

this study. The research will contribute to the growing body of

literature on the

intersection of sports, academics, and personal development.

Researchers can use the study as a foundation for further exploration

into how time management and self-discipline affect other student

populations, and how these factors can be incorporated into

educational and sports programs to improve outcomes across

different settings.

Scope and Delimitation

This study aims to explore the correlation between time management,

self-discipline, and academic achievement in student-athletes at Matalom

National High School. The respondents of this research cover to 30% of the

student-athlete population from all senior high school students, examining how

these factors influence their academic performance and athletic commitments.

 7

Chapter II

REVIEW OF RELATED LITERATURE & STUDIES

This part presents an extensive review of literature related to time

management, self-discipline, and academic achievement, specifically focusing on

the context of student-athletes.

Student Athletes and Academic Performance

Student athletes face the dual challenge of excelling in both academics

and athletics, which can impact their academic performance. A study by Watt et

al. (2017) highlights that while many student athletes perform well academically,

those who lack strong time management skills are more likely to struggle in

balancing their studies and sports commitments. Similarly, O’Bannon (2018)

found that student athletes who were able to prioritize their academic

responsibilities were more likely to achieve higher GPAs, whereas those who

neglected academics for athletic pursuits tended to perform poorly academically.

Furthermore, Sailes et al. (2014) found that athletic success often correlates with

greater social and institutional support, which in turn positively impacts

academic performance.
Time Management and Academic Performance

Effective time management is critical for academic success, particularly

for student athletes who must balance academic assignments, training, and

competitions. Macan et al. (1990) found in their meta-analysis that effective time

management behaviors were significantly correlated with higher academic

performance across various student populations. Britton and Tesser (1991)

further emphasized that students who prioritize and organize their academic

tasks perform better academically.

For student athletes, DiVall and Kirwin (2012) showed that athletes with

strong time management skills, including scheduling study sessions around

practice times and competitions, performed significantly better academically.

Simons et al (2006) found that student athletes who engaged in time

management practices, such as goal-setting and adhering to schedules,

experienced reduced stress levels and higher academic success. As Rosenfeld

and Steele (2005) found that lack of time management and procrastination

contributed to academic challenges among student athletes, particularly those

with heavy athletic schedules. Their study indicates that without proper time

management strategies, student athletes may face difficulties meeting academic

deadlines, which in turn affects their academic outcomes.

Self-Discipline and Academic Success

Self-discipline is another crucial factor affecting academic achievement.

Duckworth et al. (2007) found that self-discipline was a better predictor of

academic success than intelligence alone. In the context of student athletes,

Zimmerman (2000) argues that self-discipline is essential for academic success,

as athletes need to remain focused on their academic work despite the physical

and mental demands of their sports.

In a study by Hodge et al. (2004), self-discipline was found to positively

correlate with GPA among student athletes, suggesting that athletes who can

resist distractions, control impulses, and stay focused on their academic tasks

are more likely to perform well academically. Similarly, Raedeke and Smith

(2004) found that student athletes with higher levels of self-discipline were able

to maintain a balance between athletics and academics, reducing the risk of

burnout and poor academic performance.

In contrast, Chung et al. (2018) found that lower self-discipline in student

athletes led to procrastination, academic delays, and poorer academic results.

This suggests that self-discipline may play a more significant role in academic

outcomes for student athletes who struggle with balancing their commitments.

Combined Impact of Time Management and Self-Discipline on Academic

Outcomes

While both time management and self-discipline are vital, their combined

impact on academic success has received less attention. However, some studies

have suggested that these two factors, when integrated, have a significant effect

on student athletes’ academic outcomes.

Schunk (2005) emphasized that self-discipline enhances the effectiveness

of time management strategies by helping students stick to their schedules and

avoid procrastination. Martinez et al. (2017) found that the combination of strong

time management and high self-discipline led to improved academic

performance in student athletes. Specifically, athletes who effectively combined

both practices were more likely to achieve higher GPAs, as they could effectively

allocate their time to both study and sports.

Similarly, Miller and Keane (2018) found that the interaction between

selfdiscipline and time management was positively correlated with academic

success in student athletes, highlighting the importance of both factors in

managing the multiple demands placed on them. The study suggests that self-

discipline facilitates adherence to time management schedules, which in turn

reduces stress and improves academic outcomes.

10

Demographic Factors and Their Influence on Academic Achievement

Demographic factors such as age, academic track, classification of sports,

and years of participation in sports provide essential context in understanding

academic performance among student-athletes.Watt et al. (2017) and Sailes et

al. (2014)indicated that age and experience might influence time management

and selfdiscipline, as older or more experienced student-athletes may have

developed better strategies for balancing academics and sports. Similarly, the

type of sport (e.g.,team vs. individual)may affect the level of time

commitment,potentially influencing time management

practices.Zimmerman(2000) also noted that student-athletes from different

academic tracks may face varying levels of academic pressure,which affect their

ability to manage their time and maintain self-discipline.

Theoretical and Conceptual Framework of the Study

In our review of the literature on understanding relationships between

time management,self-discipline,and academic success in student-athletes,we

have identified three theoretical framework that are most commonly used to

explain the factors influence academic performance of student-athlete.These

frameworks are:(1)social cognitive theory,(2)self-determination

theory,and(3)planned behavior theory.

Social Cognitive Theory

Bandura’s Social Cognitive Theory emphasizes the role of self-regulation,

selfefficacy,and outcome expectations in shaping behavior. According to this

theory, student-athletes’ ability to manage their time and maintain self-discipline

can be influenced by their perceptions of their own capabilities(self-efficacy)and

their belief in the consequences of their actions. Successful academic

performance depends on how well student-athletes can regulate their behavior

to balance academic and 11

athletic demands. The theory suggests that self-regulation (time

management and self-discipline) can help student-athletes control distractions,

stay focused, and persist in academic tasks, leading to better academic

outcomes. (Albert Bandura, 1986)

Self-Determination Theory

This theory focuses on the role of motivation in shaping behavior.

According to Self-Determination Theory (Deci & Ryan, 2000), the degree to which

students feel autonomous, competent, and related to others influences their

intrinsic and extrinsic motivation. For student-athletes, academic success is not

solely determined by time management and self-discipline but also by their

motivation to succeed academically. Student-athletes who are intrinsically

motivated to balance their academic and athletic responsibilities are more likely

to employ effective time management strategies and exhibit self-discipline,

ultimately improving their academic performance.

Theory of Planned Behavior

This theory of (Icek Ajzen, 1991) suggests that behavior is influenced by

attitudes, subjective norms, and perceived behavioral control. In the context of

student-athletes, their attitudes toward time management and academic

success, the perceived support from peers, coaches, and family, and their

confidence in their ability to manage both academics and athletics all play a role

in determining their academic outcomes. Perceived behavioral control (self-

discipline) directly impacts their ability to manage time effectively, which in turn

influences their academic perfomance.

12

This research examines four predetermined variables (age, sports

classifications, academic track, and years of participation in sports) as direct

contributors to students’ level of time management and self-discipline and its

impact on their academic achievement, as depicted in Figure 1.

 13

Age

Sports
Classification
Student Athletes’
level of Time
Management and Academic
Self– Disciplined Track

Years of

Participation in sports

Academic Achievement
 Figure 1. Schematic Diagram of the Conceptual Framework of the

Study

14

Definition of Terms

The terminologies below are simply defined for the readers’ better

understanding of this study.

Academic Achievement. Student’s success in school, often measured

by

grades and test scores.

Academic Track. Academic specialization the student-athlete is enrolled

in.

Classifications of Sports.Categorization of student-athlete’s primary

sport.

Physical Health. Overall physical well-being and fitness of an individual,

which can impact performance in both academic and athletic pursuits.

Procrastination. The act of delaying or postponing tasks, often leading

to rushed work and increased stress.

Self-Discipline. Ability to control one’s emotions, behaviors, and actions

to achieve a greater goal.

Student-Athletes. Students who participates in at least one school-

recognized sport.

Time Management. The process of planning, organizing, prioritizing

task session to increase efficiency and productivity.

Statement of the Hypothesis

Ho 1:There is no significant difference between male& female student-athlete

time management?
Ho 2:There is no significant difference between male &female student-athlete
self-discipline?
Ho 3:There is no significant relationship in the level of time management,self-

discipline,and academic performance across different demographic groups (age,

academic track,sport classification,and years of participation in sports).

15

Chapter III

RESEARCH METHODOLOGY

Research Design

The study employed a descriptive-correlational research design to explore

the relationships between the key variables—time management, self-discipline,

and academic achievement—without manipulating any of the factors involved

(age, academic track, sport classification, and years of participation in sports).

This design will involve gathering data on student-athletes’ time management

skills, selfdiscipline levels, and academic achievements (such as GPA or grades)

and analyzing the relationships between these variables. It helps determine

whether time management and self-discipline are related to academic success in

the context of student-athletes.

Research Population and Sample

The study encompassed all Senior High School student-athletes at

Matalom National High School. The sample, constituting 30% of the population,

represented the respondents. These respondents were selected from the senior

high school students (Grade 11-12) who are actively involved in sports programs.
Sampling Procedure

The study employed Stratified Random Sampling will be used to ensure

that different subgroups of student-athletes (e.g., different sports classifications,

academic tracks) are proportionally represented in the sample. Stratified

sampling allows for more accurate comparisons between these subgroups. The

strata will be based on: Sports Classification (basketball, volleyball, track and

field) and Academic Track ( STEM, ABM, HUMSS). From each stratum, a random

sample will be selected, ensuring that each student-athlete has an equal chance

of being included in the study.

16

Table 1: Respondents of the Study

Grade Section No. Of Students Computation Sample Size

of Sample Size

11 HUMMS – Athena 35 0.3 x 35 11

HUMMS – Apollo 30 0.3 x 30 9

HUMSS – Aphrodite 35 0.3 x 35 11

ABM – Ares 20 0.3 x 30 6

STEM – Hermes 20 0.3 x 20 6

TVL – Hera 23 0.3 x 23 7

SMAW - Zeus 26 0.3 x 26 8

SMAW – Poseidon 26 0.3 x 26 8

12 HUMMS – Athena 36 0. 3 x 36 11

HUMMS – Apollo 32 0. 3 x 32 13

HUMSS – Aphrodite 36 0. 3 x 36 11

HUMSS - Artemis 34 0. 3 x 34 10
 ABM – Ares 18 0. 3 x 18 5

TVL – Hera 17 0. 3 x 17 5

SMAW – Poseidon 30 0. 3 x 30 9

GRAND 428 130

TOTAL

Table 1 illustrated the proportionate allocation of the sample across senior high

levels.

17

Research Instruments

The researcher adapted and made a questionnaire to collect the data from the

respondents. The questionnaire was composed of three parts.Part I of the questionnaire

aims to gather basic demographic data about the respondents. This encompassed key

details such as their name, grade level, sports classifications, academic track, years of

participation in sports and academic performance. Part II of the questionnaire is aimed

at assessing the time management skills self-discipline of the student-athletes.

The different variables were separated in the test questionnaire. Each scale was

defined by numbers which, strongly disagree – 1, disagree – 2,neutral – 3, agree

– 4, and strongly agree – 5. Part

III is for obtaining the student-athlete’s Self-Reported GPA and Academic

Achievement from the study of D. A. Chambliss, & M. J. Garner. (2010).

"Academic performance in student-athletes." Journal of College Student

Development.

Data Collection Procedure

The researcher asked approval from the authorities involved in the study.

A letter of permission to conduct the study was sent to the school head/principal

of Matalom National High School. The researchers personally handed-in the

questionnaires to the respondents by year level by track. In cases where more e

was needed, the researcher collaborated with class presidents, leaving the

questionnaires and communicated with the researcher to pickup.

Data Analysis Procedure

The collected data on students’ profiles, encompassing demographic

factors of student athletes such as age, academic track, classification of sports,
and years of participation in sports, time management, self discipline and
academic performance will be analyzed using frequencies and percentages.
Correlation Analysis, will be done to determine significance relationships of the
predetermined variables significantly affect academic achievement among
student-athletes. 18