Objective To explore the intervention effect of time management disposition-based group training on college students’ satisfaction with digital reading effect

and to provide a reference for improving college students’ satisfaction with digital reading. Methods In April 2021

56 students were randomly assigned to an experimental group and a control group. The participants in the experimental group received 8 times of time management disposition-based group training per week

while participants in the control group received no treatment. The adolescent time management disposition scale and college student digital reading effect satisfaction scale were adopted to test the students in the two groups before and after the intervention. Results Before the intervention

there was no significant difference in the total score of the adolescent time management disposition scale and the scores in each dimension between the two groups（all P>0.05）. After the intervention

the total score of the adolescent time management disposition scale and the scores of time value

time monitoring and time efficacy dimensions in the experimental group were significantly higher than those in the control group（all P<0.05）. Before the intervention

there were no significant differences in the total score of the digital reading effect satisfaction scale and the scores of each item between the two groups（all P>0.05）. After the intervention

the total score of the digital reading effect satisfaction scale and the scores of selection disposition

immersion sensation

detail attention

skipping

looking back

and shallow reading items of the students in the experimental group were significantly higher than those in the control group（all P<0.05）. Conclusion Time management disposition-based group training can effectively improve the time management level of college students and improve their satisfaction with the digital reading effect.