Time Management Flashcards
(60 cards)
1
Q
time (2)
A
- a scarce resource, of which each person has 24 hours each day
- easily measured, but difficult to understand because how we use and perceive time affects how we think about time
2
Q
theoretical time styles
A
- combining one’s concept of time with how one manages time
3
Q
what are the theoretical dimensions of time styles (4)
A
- social orientation
- temporal orientation
- planning orientation
- polychronic orientation
4
Q
theoretical dimensions of time styles: social orientation (2)
A
- are activities done alone or with others
- is time with others desired or obligatory
5
Q
theoretical dimensions of time styles: temporal organization (2)
A
- orientation to past, present, and future
- varies between young and old
6
Q
theoretical dimensions of time styles: planning orientation (2)
A
- tracking, analyzing, and accounting of time
- to-do lists and scheduling; very non-spontaneous
7
Q
theoretical dimensions of time styles: polychronic orientation
A
- one activity at a time; no multi-tasking
8
Q
metaphor of time: pressure cooker (4)
A
- social orientation: social life becomes work, need to keep up appearances
- analytic planning: no spontaneity, pressure to keep schedule
- monochronic time use: deal with one activity at a time
- stuff their day with social activities and pressure builds and rigid planning of events increases pressure more
9
Q
metaphor of time: map (4)
A
- analytic planning
- future temporal orientation
- polychronic activities
- provides direction for movement toward the desire destination and prevents movement into the wrong direction
10
Q
metaphor of time: mirror (4)
A
- analytic planning style
- past temporal orientation
- polychronic orientation
- mirror reflects back how they use their time and whether their time use falls short of their expectations; mirror of past selves and goals
11
Q
metaphor of time: river (3)
A
- spontaneous planning
- present oriented
- immediate and encompassing; deal best with the current around them and do not think about past or future
12
Q
metaphor of time: feast (3)
A
- analytical planning
- present focused
- feast must be enjoyed as food is served, but creating the feast requires careful planning; work hard, play hard
13
Q
time style and conflict (2)
A
- conflict between real and ideal selves
- see an idealized time style that isn’t truly what they are
14
Q
who may feel the “pressure cooker” situation and why (2)
A
- students
- many competing deadlines, desire to do well in all of then, and no time to relax
15
Q
quantitative time measurement (2)
A
- number, kind, and duration of activities that occur at a specific time
16
Q
quantitative time measure types (4)
A
- self-report or diary
- recall
- observation
- self-observation control-signalling method
17
Q
quantitative time measures: self-report or diary method
A
- individuals record their own time-use data on a form provided by the researcher
18
Q
quantitative time measures: recall
A
individuals are asked to recall and explain in detail a previous day’s activities
19
Q
quantitative time measures: observation
A
trained researcher observes and records the precise way, duration, and sequencing of an individual’s activities
20
Q
quantitative time measures: self-observation control-signalling method
A
- verbally recording throughout day when signalled
21
Q
qualitative time measures
A
investigates the meaning, significance, and satisfaction with time use
22
Q
qualitative social contexts (3)
A
- public
- family, friends
- solitude
23
Q
public social contexts (2)
A
- among strangers, co-workers, fellow students
- “public” space where one’s actions are evaluated by others and where one competes for resources
24
Q
family and friends contexts (2)
A
- among family and friends
- a place of kinship, special bonds, and home
25
solitude social contexts
- time spent alone
26
in what order to post-secondary students with no job use their time on (5)
1. personal care
2. leisure
3. education
4. unpaid work
5. paid work
27
what do post-secondary women with no jobs spend more time on than men
- personal care
- paid work
- unpaid work
28
what do post-secondary men with no jobs spend more time on than men
- leisure
29
trends of postsecondary students with jobs (3)
- no gender differences in time patterns
- to accommodate paid work, they decrease personal care by 0.5 hours
- women cut study time and eliminate leisure, while men dramatically cut leisure
30
postsecondary students: who experiences more time stress
- women
31
what effects come from adding a job to postsecondary students (3)
- doesn't change perceived stress
- men have higher self-esteem, happiness, and life satisfaction; but, not similar benefits for women
- benefits from income
32
anthropological models of time (3)
- linear-separable
- procedural-traditional
- circular-traditional
33
anthropological models of time: linear-separable (5)
- western way
- separation of past, present, and future
- goal and time oriented
- time-saving is valued
- optimistic point of view with improvements expected to come over time
34
anthropological models of time: procedural-traditional (2)
- consider the actual steps, event, or procedure to be more important than the time spent in the activity
- no deadlines, just focus on the process and solutions
35
anthropological models of time: circular-traditional (2)
- each day/week/year is the same as before; emphasis on the repetitive nature of time with rhythmic patterns
- present-oriented
36
east & southeast asian students' time orientation (3)
1. procedural
2. circular
3. linear (rarely)
37
US students' time orientation (3)
1. linear
2. procedural
3. circular
38
individual's sense of time: historical time (3)
- changes with age
- thoughts of the past
- help us to see things in perspective
39
individual's sense of time: biological time perception (2)
- each person's internal clock that tells them when to wake, go to sleep, and eat
- circadian rhythms; the daily rhythmic activity cycles, based on 24-hour intervals
40
individual's sense of time: time sense (2)
- awareness of how much time has passed
| - situational; can be fast or slow
41
components of an individual's sense of time (4)
- historical time
- time perceptions (biological time, time sense)
- tempo or pace (mono or polychronic)
- continuity
42
what activities had the largest increases during COVID-19 (5)
- telephone calls
- lawn and garden care
- relaxing and leisure
- sport, exercise, and recreation
- housework
43
what activities had the largest decreases during COVID-19 (5)
- travel related to work
- shopping
- socializing and communication
- travel to purchase consumer goods
- grooming
44
what is the classic approach to time management (2)
- use the ABC method to prioritize goals
| - emphasizes that daily time use should be related to goals
45
ABC method (2)
- write down all that you need to do before you go to bed
| - classify each as A (crucial), B (medium value), or C (can wait until tomorrow, less important)
46
time management suggestions by Dr.Ellis (5)
- know your values
- do less: make a list of things to do less to free up time
- slow down; less multitasking
- remember to spend time with important people in life
- focus on outcomes of goals/tasks
47
general time management suggestions (4)
- handle tasks now
- buy less
- forget about time and allot time to rest
- keep experimenting with different time management tools
48
why is it hard to slow down; not multi-task (3)
- speed is fun; more accomplishments more quickly
- speed walls us off from the bigger questions in life
- there is a cultural taboo against slowing down; viewed as lazy
49
effects of multi-tasking (4)
- forgetful
- exhausted
- stressed
- brain can recover with rest
50
limits to multi-tasking (5)
- higher intensity of tasks
- lower experience with tasks
- higher age
- less gifted individually
- complex tasks
51
what are the pay-offs to multitasking (2)
if competent and comfortable in combining activities
- there is less likeliness of feelings of role overload
- less strain and stress
52
how do people with positive attitudes to multitask do it (4)
- combine activities
- watch entertainment (TV) with divided attention
- conscious planners for "waiting time"
- do errands all the time
53
characteristics of people with positive attitudes to multi-tasking (4)
- highly educated
- work 40+ hours/week
- belong to social groups/clubs
- adolescents with access to technology
54
marketing implications of multitasking (3)
- promotional messages emphasize auditory (volume) component, rather than visual
- products are designed to accommodate multitasking; modification of designs and development of accessories
- distribution of products: one stop shopping (Amazon, Walmart)
55
why do in-class multitaskers have lower academic performance (3)
- they text, read, and use social media while in class and studying
- more time spent doing homework
- lower GPA even when controlled for perceived effectiveness of multitasking and studying outside class
56
outcome of learning time management skills
- to help individuals maximize their time and use it optimally
57
constraints on time management (4)
- personal habits
- clutter (files)
- procrastination
- interruptions
58
steps to decrease procrastination (5)
- select area to change
- set priorities (focus on one at a time)
- give yourself guidelines
- face difficult problems early
- don't let perfectionism paralyze you
59
what is meant by "the hurried child" (2)
- children are overcommitted and growing up too fast and too soon
- results in lack of free time/leisure and stress
60
what has been the impact of the pandemic on adult's time management
- adults feel rushed and that they don't have enough time
