Student Time Usage During Fall Reading Week

Abstract

The present study investigated the time usage and relative levels of perceived stress, academic workload, and recreation time for 177 students at a mid-sized Canadian university before, during, and after Fall Reading Week.  Across three weeks, and at various times of the day, students received a message to their smartphone to complete a 20-second survey that assessed present activity, and levels of stress, academic workload, and recreation. Results showed that student stress following the break was higher with more stress but less workload prior to reading week, more stress experienced during reading week, more workload following reading week; and more time spent recreating during reading week. Implications for student counselling are outlined, which encourage students to seek a balance in time usage and management. Future directions are discussed.