A Model for Enhancing Students' Self-Management Skills in Public Universities in Guiyang City, Guizhou Province, China

Abstract

The objective of this study was to develop a model for enhancing self-management skills among university students in public universities in Guiyang City, Guizhou Province, China. Using a mixed-methods approach, the research involved a stratified random sample of 1,509 students from three major universities in Guiyang, ensuring a diverse and representative sample. The study focused on seven key self-management skill areas: Self-Motivation, Social Skills, Time Management, Emotional Regulation, Healthy Habits, Goal Setting and Execution, and Learning Strategies. Data analysis utilized the Priority Needs Index (PNImodified), with results indicating a mean PNImodified value of 0.461 for overall self-management skills. Self-Motivation (0.599), Social Skills (0.549), Time Management (0.501), Emotional Regulation (0.480), and Healthy Habits (0.471) were identified as priority areas for improvement, while Goal Setting and Execution (0.302) and Learning Strategies (0.30) were recognized as relative strengths. The model development was based on the identified priority areas, incorporating key theories to build a conceptual framework. The model was then validated by a panel of experts, ensuring its applicability and effectiveness in enhancing self-management skills. This study provides valuable insights for educators and policymakers, offering targeted recommendations for interventions to improve students' self-management skills in Chinese universities.