As the times require, a questionnaire titled “Time Management Questionnaire” (TMQ) was developed by Britton and Tesser (1991) who believe three subscales should be considered in the study。 The three major aspects in their research results can be interpreted in this way:

1。 Short-Range Planning, which focuses on subjects’ capacity in arranging or planning in a short run, usually for several hours within a day or several days within a week rather than a couple of weeks or months。 Subjects who score high in this part are likely to be more flexible and have a good habit of schedule their daily life。   

2。 Time Attitudes, which means people’s inclination to perceive and treat time, influence inpidual more or less all the time。 It is also a reflection of how learners recognize the importance of managing time。 Usually those who have a high score in Time Attitudes know what their priority is and waste as little as they can to achieve their goals。 In other words, they are in a good charge of time。

3。 Long-Range Planning, opposite to the Short-Range one, refers to plan a long-term schedule often lasting longer than a week。 Subjects with a high score in this part think of things with vision。 Their plans could be compared to construct a mansion, constructively and integrally。

1。3 Effort Management

There seem to be some difficulties in combining the words “effort” and “management” together。 In daily life, people usually say “we will make an effort to do something”, or “we spared no efforts in doing something。” To most of people, effort is a kind of mental substance that exists as an integrity or, it does not exist at all。 But specialists not only recognize that effort can be quantized by scales but also extract the value when it’s related to pedagogy。

Dansereau (1985) has discussed this aspect of learning strategies in terms of support strategies that help the student develop and maintain a good internal state。 Weinstein and Mayer (1986) termed strategies for managing effort and mood, affective learning strategies。 And Mckeachie (1986) first grouped it into resource management in learning strategies。 Also he has expounded the fundamental aspects of it, including the attributions to effort, mood, self-talk, persistence and self-reinforcement。 论文网

1。 The attributions to effort, to be more specific, refer to whether learners think their success, or failure of course, is attributed to their effort or not。 The Attribution theory, developed by Sullivan and Weiner (1975), considers effort as an important internal, controllable yet unstable element for learners。 If learners attribute their success and failure to effort, then their effort afterwards is reinforced psychologically。 On the contrary, those who attribute to other elements like lacking of capacity would give up in persistence of effort ten to one。 

2。 Mood makes a difference in many activities in our daily life。 Good mood facilitates us while a bad state of mind sticks us。 For Dansereau (1985), one of the most important strategies is mood-setting or mood maintenance, 。 That is to say mood should be kept stable as well as positive。 

3。 Self-talk, is one option that people do when they get into trouble or adversity。 Sometimes playing the role of judge or psychologist for oneself is a good measure to recognize and encourage oneself。 In learning, students can be attentive and succeed in difficult tasks (Mckeachie, 1986) after a positive self-talk。 

4。 Persistence, a strong willpower with which one achieves。 It is believed that persistence will always carve out a way for success。 

5。 Self-reinforcement, as Jones (1979) puts it, effects change across a wide variety of behaviors in learning。 It refers to students’ rewarding themselves to help maintain their involvement in the task。 时间管理策略与努力管理策略的相关性研究(3):http://www.youerw.com/yingyu/lunwen_161073.html