Time management and learning

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Learning, Time management difficulties, Educational support, Dropout, Surveys

Summary of Symposium

Temporal competency is being built during childhood and adolescence. Difficulties can emerge. Often they are not identified by the person who suffers from them. Mostly, teachers do not take these difficulties into account, at school and, after, during adults trainings courses. A good way to avoid school drop out and low social integration is to identify these disabilities then to reinforce temporal competency. Improving time management skills is a factor of autonomy which allows lifelong learning.

Auteurs

Time management and learning

Pilet, J L P (Jean luc)
University, 9 impasse des aviateurs, 44000, NANTES

 

Abstract ID

Submission type

Oral only

Keywords

Learning, Time management difficulties, Educational support,Dropout,Surveys

Summary

In a previous research project, we identified that young adults in social reintegration have difficulties with time management. These disorders created a major integration barrier. In the current action-research, we are developing some psycho-pedagogical worksheets to help young adults define objectives, prioritize actions, anticipate obstacles and resources, and then take regularly time management into account. In this way, we want to help these young adults fight off hedonistic or fatalistic present, procrastination, temporal rupture and low self-esteem. 50% of trainees (N = 30) are receiving support program, the others have usual pedagogies. Three surveys (ZTPI, TCT-5D and TMS-F) are used with all sixty young adults, at the beginning and the end of the training. In addition, we are planning some group discussions about the interest of pedagogical support. Our hypothesis: the trainees of the experimental group should have a better evolution in time management than the other people. If this experimentation has positive effects, the time management support should be used with young adults during a reintegration process and also with teenagers at risk of school dropout.

Auteurs

Time management support and learning

Pilet, J L P (Jean)
University, 9 impasse des aviateurs, 44000, NANTES

 

Abstract ID

Submission type

Oral only

Keywords

Learning, Time management difficulties, Educational support, Dropout, Surveys

Summary

In a previous research project, we identified that young adults in social reintegration have difficulties with time management. These disorders created a major integration barrier. In the current action-research, we are developing some psycho-pedagogical worksheets to help young adults define objectives, prioritize actions, anticipate obstacles and resources, and then take regularly time management into account. In this way, we want to help these young adults fight off hedonistic or fatalistic present, procrastination, temporal rupture and low self-esteem. 50% of trainees (N = 30) are receiving support program, the others have usual pedagogies. Three surveys (ZTPI, TCT-5D and TMS-F) are used with all sixty young adults, at the beginning and the end of the training. In addition, we are planning some group discussions about the interest of pedagogical support. Our hypothesis: the trainees of the experimental group should have a better evolution in time management than the other people. If this experimentation has positive effects, the time management support should be used with young adults during a reintegration process and also with teenagers at risk of school dropout.

Auteurs

Time management and learning

Pilet, J L P (Jean luc)
University, 9 impasse des aviateurs, 44000, NANTES

 

Abstract ID

Submission type

Oral only

Keywords

Learning,Time management difficulties, Educational support,Dropout, Surveys

Summary

In a previous research project, we identified that young adults in social reintegration have difficulties with time management. These disorders created a major integration barrier. In the current action-research, we are developing some psycho-pedagogical worksheets to help young adults define objectives, prioritize actions, anticipate obstacles and resources, and then take regularly time management into account. In this way, we want to help these young adults fight off hedonistic or fatalistic present, procrastination, temporal rupture and low self-esteem. 50% of trainees (N = 30) are receiving support program, the others have usual pedagogies. Three surveys (ZTPI, TCT-5D and TMS-F) are used with all sixty young adults, at the beginning and the end of the training. In addition, we are planning some group discussions about the interest of pedagogical support. Our hypothesis: the trainees of the experimental group should have a better evolution in time management than the other people. If this experimentation has positive effects, the time management support should be used with young adults during a reintegration process and also with teenagers at risk of school dropout.

Auteurs

Time management support and learning

Pilet, J L P (Jean)
University, 9 impasse des aviateurs, 44000, NANTES

 

Abstract ID

Submission type

Oral only

Keywords

Learning, Time management difficulties, Educational support, Dropout, Surveys

Summary

In a previous research project, we identified that young adults in social reintegration have difficulties with time management. These disorders created a major integration barrier. In the current action-research, we are developing some psycho-pedagogical worksheets to help young adults define objectives, prioritize actions, anticipate obstacles and resources, and then take regularly time management into account. In this way, we want to help these young adults fight off hedonistic or fatalistic present, procrastination, temporal rupture and low self-esteem. 50% of trainees (N = 30) are receiving support program, the others have usual pedagogies. Three surveys (ZTPI, TCT-5D and TMS-F) are used with all sixty young adults, at the beginning and the end of the training. In addition, we are planning some group discussions about the interest of pedagogical support. Our hypothesis: the trainees of the experimental group should have a better evolution in time management than the other people. If this experimentation has positive effects, the time management support should be used with young adults during a reintegration process and also with teenagers at risk of school dropout.

Auteurs