How Leisure Environment affects Student's Productivity

Why do we want to improve our productivity? While everyone wants to improve their ability to produce more, most forget the reason why they want to be more productive. The reasons could be different for different people: • For some, it is about accomplishing more so that they can rise in the corporate ladder. • For some, it could be about completing their work so that they can find some leisure time to spend with family, friends, or with themselves. • For some, it could be about a pursuit of constant improvement. The point is that we need to know what is our individual reason to want to improve our productivity. This way, we are intentional about what we are trying to achieve by working on our productivity. There are three main parts of a student’s life which consumes most of their time; study, work, and personal life. Study and work both can take up an ample amount of time and very less time may remain for personal stuff. This is one of the major issues a student face. So, the question is: How to balance study, work, and personal life? It is important to balance productivity with leisure and entertainment.

The present study investigated the reciprocal relationship between high school students' school achievement, on the one hand, and their leisure activities and motivation, on the other. Reciprocal relationship refers to the assertion that leisure activities and motivation for learning may influence school achievement, and at the same time school activities may generate interests that result in leisure activities. The leisure-oriented motivation variables investigated were self-efficacy for learning from oneself and intrinsic intellectual motivation. Leisure activity variables predicted school achievement, but relatively weakly compared to motivation variables, which in turn were relatively weak predictors compared with goals for college. Academic leisure activities were only slightly stronger predictors of GPA than all leisure activities. The study suggested that school experience can create leisure interests through continuing motivation (when students become so interested in a classroom topic that they then pursue it on their own outside of school), but that continuing motivation occurs at a low rate. Students who experienced continuing motivation reported greater intrinsic intellectual motivation and more leisure activities, but were no higher in achievement than other students.