Examining the Perceived Self-Control and Self-Management Skills of University Students: A Sectoral and Disciplinary Analysis

Self-control and self-management are critical skills for university students, facilitating academic success by enabling effective time management, focus, and the ability to overcome distractions. Considering the significance of self-control and self-management skills for university students, this quantitative study aimed to assess the perceived levels of self-control and self-management skills among students from two public and one private sector university in Multan, Pakistan. Utilizing a survey design, data were collected from 1,180 university students through a 16-item questionnaire structured into three subscales, namely: self-monitoring, self-evaluating, and self-reinforcing. The reliability of the questionnaire was established using Cronbach alpha reliability coefficient with a value of 0.83. Descriptive statistics (percentages, means, standard deviations) and inferential analyses (independent sample t-tests, ANOVA) were applied to examine overall student perceptions and identify differences based on university sector and academic discipline. The findings of research revealed that students perceived themselves to possess moderate levels of self-control and self-management skills, with significant differences observed between public and private sector students, as well as across academic disciplines. These variations suggest that institutional and disciplinary contexts may influence students’ development of these skills. The study concludes with practical recommendations for educators and students to strengthen self-control and self-management competencies, contributing to improved academic outcomes and personal growth.