Understanding time as a predictor of mental health, academic performance, and help-seeking behavior among undergraduates: a mixed methods analysis.

Objective

This study examines how time pressure (subjective sense of rush) and time scarcity (lack of weekly non-committed hours) relate to mental health and academic performance.

Participants

The sample included 646 undergraduates (65.3% female; mean age = 19.4). Method: Participants completed a mixed-methods survey assessing time use, time pressure, mental health, and academic performance at a single time point.

Results

We found that time pressure predicts increased anxiety and depression, whereas time scarcity predicts decreased depression. Time pressure predicts poorer academic performance, whereas time scarcity predicted improved academic performance. There was equivocal evidence that time pressure predicts decreased help-seeking for mental health problems. We found preliminary support for the hypothesis that trait mindfulness moderates the relationship between time pressure and mental health symptoms. In addition, qualitative data provided expanded insight into undergraduates' perspectives on time.

Conclusions

This study suggests theoretical and practical implications on time perspective and time use.