Busy College Students May Be Less Depressed and Perform Better, CU Boulder Study Suggests

For many college students, the pursuit of a well-rounded experience often involves juggling classes, part-time jobs, extracurricular activities, and a social life. While the conventional wisdom might suggest that a packed schedule leads to increased stress and burnout, new research from the University of Colorado Boulder offers a different perspective. A study of undergraduate students indicates that those with busier schedules tend to report lower rates of depression and achieve better academic grades.

Published in the Journal of American College Health, the findings challenge the common narrative that less is always more when it comes to managing time and mental well-being. This research suggests that our relationship with time itself — how we perceive and respond to our commitments — could be as important as the sheer number of items on our to-do list.

Understanding the Nuances of Time and Well-being

The University of Colorado Boulder study, led by Caitlin McKimmy, a doctoral candidate in the Department of Psychology and Neuroscience, examined survey data from 646 undergraduate students. The researchers distinguished between two key elements of how students experience time: time scarcity and time pressure.

• Time Scarcity: This refers to the objective lack of uncommitted hours in a student's week, based on time spent in class, studying, working, commuting, and other activities.
• Time Pressure: This describes the subjective, chronic feeling of being rushed, regardless of the actual hours available.

According to the University of Colorado Boulder, the study found a strong association between higher time scarcity (busier schedules) and both better grades and lower rates of depression. Conversely, heightened time pressure was strongly linked to increased anxiety, depression, and lower academic performance. Importantly, the researchers observed that a busy schedule did not automatically translate into feeling time pressure.

As McKimmy noted, “You can have a very busy person who has a harmonious relationship with time and someone else who, objectively speaking, has a calendar with some space in it but is really stressed out about time.” This distinction is crucial for students, parents, and educators attempting to understand and support student mental health.

The Role of Mindfulness

The study also delved into the concept of mindfulness, defined as the ability to stay present in the moment. The University of Colorado Boulder research indicated that students who scored higher on measures of mindfulness appeared better equipped to handle a demanding schedule without negatively impacting their mental health. This suggests that cultivating mindfulness could be a valuable strategy for students navigating the complexities of college life.

For students feeling overwhelmed, developing mindfulness practices might offer a path to better manage their perception of time and reduce feelings of being rushed. Resources like COSMIQ — free voice AI tutoring, free forever for every K-12 student — can help K-12 learners manage their academic workload efficiently, potentially freeing up mental space to focus on well-being strategies like mindfulness.

Implications for Students, Parents, and Educators

The findings from the University of Colorado Boulder study offer several practical takeaways:

For Students: Rethinking the "Less is More" Narrative

While taking on too much can certainly lead to stress, this research suggests that simply reducing commitments might not be the sole solution for improving mental health or academic performance. For example, a student considering dropping a part-time job out of fear it might hurt their GPA might find, according to the study, that adding to their schedule doesn't necessarily harm either academic performance or mental health. Similarly, retreating socially when academics become challenging could backfire, potentially leading to a monotonous schedule and feelings of loneliness.

Instead of focusing solely on the quantity of activities, students might benefit from evaluating their relationship with time. Are they constantly feeling rushed, even with free time? Exploring strategies for time management, prioritizing tasks, and practicing mindfulness could be more beneficial than simply clearing the calendar.

For Parents: Supporting a Healthy Approach to Busyness

Parents often worry about their children being overscheduled. This study provides a nuanced perspective, suggesting that a full schedule in itself isn't necessarily detrimental. The focus, instead, could shift to helping students develop healthy coping mechanisms for busyness and fostering a positive perception of their commitments. Encouraging open discussions about how they feel about their schedules, rather than just what's on them, can be a good starting point.

For Educators: Cultivating Positive Time Perceptions

Educators and university support staff can play a vital role in helping students develop a more positive relationship with time. This might involve:

• Promoting Time Management Skills: Offering workshops or resources on effective scheduling, prioritization, and goal setting.
• Encouraging Mindfulness Practices: Integrating mindfulness exercises or providing access to resources that teach these skills.
• Fostering a Supportive Environment: Creating a campus culture where students feel empowered to manage their schedules and seek help if they are experiencing chronic time pressure, rather than simply advising them to cut back on activities.

Tools like COSMIQ's free practice hub can assist K-12 students in mastering subjects efficiently, potentially building confidence and reducing academic stress, which in turn can contribute to a more harmonious relationship with their study time as they progress to college.

The Power of Perspective

As McKimmy highlighted, “The amount of time we have in our week isn’t super malleable. But the way we think about time is.” This insight underscores the power of perception and mindset in navigating the demands of college life. The University of Colorado Boulder study doesn't definitively prove that busyness causes happiness, acknowledging that those with better mental health might naturally seek more experiences. However, it strongly suggests that the common assumption that a lighter load always equates to better well-being may be an oversimplification.

Ultimately, this research encourages a deeper understanding of the complex interplay between our schedules, our subjective experience of time, and our overall mental health, offering valuable insights for anyone involved in supporting student success and well-being.