Time Management and Role Conflict as Predictors of Academic Performance Among Student-Entrepreneurs in Selected Public Tertiary Institutions in Lagos State, Nigeria

Abstract

This study examined time management and role conflict as predictors of academic performance among student-entrepreneurs in three public tertiary institutions in Lagos State, Nigeria: the University of Lagos, Lagos State University, and Lagos State University of Science and Technology. Anchored in Macan's Process Model of Time Management and Katz and Kahn's Organisational Role Theory, it adopted a quantitative cross-sectional survey design. The Time Management, Role Conflict, and Academic Performance Questionnaire for Student-Entrepreneurs was validated and administered to 100 sampled student-entrepreneurs per institution, yielding 294 valid responses after screening. Two outcomes were modelled: self-reported CGPA and perceived academic performance. Analyses used descriptive statistics, Pearson correlation, and multiple regression. Role conflict significantly and negatively predicted CGPA (beta = -0.22, p < .001), whereas time management did not (beta = 0.10, p = .124); jointly they explained a modest but significant share of CGPA variance (Adjusted R-squared = .036, p = .002). For perceived performance, time management was the dominant positive predictor (beta = 0.40, p < .001) and role conflict a weaker negative one (beta = -0.12, p < .05). No significant gender difference emerged. Institutions should establish entrepreneurship support units and flexible scheduling to reduce role conflict.