Time Management, Learning Style, Motivation, and Environment Effects on Academic Achievement

Abstract

Academic achievement among university students is shaped by a combination of self-regulatory skills and contextual conditions, yet studies that test time management, learning style, achievement motivation, and learning environment together in a single model remain comparatively uncommon in Indonesian teacher-education programs. This study examined the effect of these four factors on the academic achievement of Office Administration Education students (2023 cohort) at Universitas Negeri Makassar. A quantitative correlational design was used, with data collected from 36 respondents through a Likert-scale questionnaire (10 items per variable). Validity, reliability, and classical assumption tests (normality, multicollinearity, linearity) were computed in SPSS, followed by Pearson correlation and multiple linear regression. Time management (r = 0.436, p = 0.008), achievement motivation (r = 0.448, p = 0.006), and learning environment (r = 0.352, p = 0.035) were each significantly, moderately correlated with academic achievement, while learning style showed a weak, non-significant correlation (r = 0.202, p = 0.237) and did not satisfy the linearity assumption. The combined regression model was significant, F(4, 31) = 3.476, p = 0.019, explaining 31% of the variance in academic achievement (R² = 0.31). Individually, achievement motivation contributed the largest share of explained variance (15.0%), followed by time management (11.3%) and learning environment (8.9%), while learning style contributed negatively and negligibly (-4.2%). These findings suggest that, among the four factors tested, achievement motivation and time management are the most substantively important levers for improving academic achievement in this cohort, while the learning-style measure used here requires methodological refinement before its role can be more confidently assessed.