<![CDATA[Student organizational involvement can support developmental learning, yet its academic value may depend on students’ capacity to regulate competing demands. This study examined the associations of organizational activities and time management with academic achievement among Economics Education students. A quantitative cross-sectional survey was conducted with 104 respondents drawn from a population of 140 students using the sample-size procedure reported in the source manuscript. Data were collected primarily through five-point Likert-scale questionnaires and analyzed using simple and multiple linear regression. Organizational activities were positively associated with academic achievement in the simple model (B = .788, β = .795, t = 13.217, p < .001), as was time management (B = .794, β = .803, t = 13.616, p < .001). In the simultaneous model, time management remained a significant independent predictor (B = .511, β = .516, t = 2.446, p = .016), whereas organizational activities were no longer statistically significant (B = .296, β = .299, t = 1.414, p = .160). The overall model was significant, F(2, 101) = 94.600, p < .001, explaining 65.2% of the observed variance (R² = .652). The findings identify time management as the stronger unique correlate of the measured academic-achievement outcome and indicate that organizational involvement should be interpreted in relation to students’ self-regulatory capacity rather than as an independent academic advantage.]]>
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