• Prajakta Mahendra Shirude
• Dr. Swapnil Laxman Kate
• Dr. Manoj Chaitram Patil.

Purpose. Most research on students’ time management relies on students’ own reports. This study compared how students, parents and teachers judge the same time-management behaviours, the support students receive and students’ academic performance. Methods. Three independent samples were drawn from junior colleges in Jalgaon City, Maharashtra, India: 343 Class 11 and 12 students, 116 parents and 99 teachers. The three questionnaires contained parallel items on the same behaviours (for example, completing work on time, avoiding last-minute study and being distracted by phones). Twelve domains were matched across informants and graded as exact or close matches. Distributions were compared with Kruskal–Wallis and Mann–Whitney tests, with Benjamini–Hochberg correction across 18 pairwise comparisons, and effect sizes with bootstrap confidence intervals. Results. Informants agreed about students’ academic performance and about the support teachers and parents provide. They disagreed about time-management behaviour, and the disagreement grew with the informant’s distance from the student. On avoiding last-minute study, 78% of students, 64% of parents and 34% of teachers gave a favourable rating (rank-biserial r = .50 between students and teachers). On completing work on time, students and parents agreed (82% and 84%) and teachers were less positive (63%). Only 50% of students reported being distracted by phones or social media, compared with 94% of teachers (r = −.56). Teachers almost unanimously endorsed the importance of time management (92%) but rated their students’ actual time management low (M = 3.03 against 4.17 for importance). Conclusions. Perspectives converge on outcomes and support but diverge on the behaviours through which students manage study time, especially behaviours that others observe more easily than students themselves. Research and practice that rely on student self-reports of time management may overstate students’ self-regulation, and teacher perspectives offer information that self-reports lack.

Keywords: time management; multi-informant assessment; informant discrepancy; teacher perceptions; parental perceptions; procrastination; adolescents; India

"Who Sees the Delay? Student, Parent and Teacher Perspectives on Adolescents’ Time Management in Indian Junior Colleges", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.13, Issue 10, page no.b336-b347, October-2026, Available :http://www.jetir.org/papers/JETIR2610134.pdf

"Who Sees the Delay? Student, Parent and Teacher Perspectives on Adolescents’ Time Management in Indian Junior Colleges", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.13, Issue 10, page no. ppb336-b347, October-2026, Available at : http://www.jetir.org/papers/JETIR2610134.pdf