aptitude component in academic self-efficacy

The purpose of this study was to investigate the effect of time management training on students' academic self-efficacy. The experimental research method was pretest and posttest with a control group. The statistical population included all seventh grade female students in the 4th district of Qom province, amounting to 2457 people who were studying in the 1397-98 academic year. The Jenkins-Morgan Academic Self-Efficacy Questionnaire (1999) was administered as a pretest in both groups (experimental and control) and then the experimental group was trained in time management skills in 10 sessions of 45 minutes. At the end of the sessions, the questionnaire was assessed again in two groups. Morgan and Jenkins reported the reliability coefficient of the questionnaire as 0.82 and the reliability coefficient of each of the subscales of talent, effort and texture as 0.78, 0.66 and 0.70, respectively. Analysis of data based on Kolmogorov-Smirinov test and mixed analysis of covariance between in-subjects showed that time management training had a significant effect on all three components of academic self-efficacy: aptitude, effort and context of students' academic self-efficacy. Self-efficacy potential in the experimental group increased significantly compared to the control group because p was calculated to be 0.059. If time management skills are taught in schools with more emphasis, it will lead to the institutionalization and use of time management by students as much as possible.