Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-26T08:09:21.311Z Has data issue: false hasContentIssue false
  • English
  • Français

Spanish Version of the Time Management Behavior Questionnaire for University Students

Published online by Cambridge University Press:  10 January 2013

Rafael García-Ros  and
Francisco Pérez-González
Rafael García-Ros*
Affiliation:
Universitat de València (Spain)
Francisco Pérez-González
Affiliation:
Universitat de València (Spain)
*
Correspondence concerning this article should be addressed to Rafael García-Ros. Department of Developmental and Educational Psychology, Universitat de València. Avda. Blasco Ibáñez 21, 46010 Valencia (Spain). E-mail: Rafael.Garcia@uv.es
Get access Rights & Permissions [Opens in a new window]

Abstract

The main objective of the study is to analyze the psychometric properties and predictive capacity on academic performance in university contexts of a Spanish adaptation of the Time Management Behavior Questionnaire. The scale was applied to 462 students newly admitted at the Universitat de València in the 2006-2007 school year. The analyses performed made it possible to reproduce the factorial structure of the original version of the questionnaire with slight modifications in the ascription of various ítems. The underlying factorial structure includes four interrelated dimensions (Establishing objectives and priorities, Time management tools, Perception of time control and Preference for disorganization), which present satisfactory levels of reliability and an adequate convergent validity with the Time management subscale of the Motivated Strategies for Learning Questionnaire. The scores on the dimensions of time management show significant levels of association with academic performance in the first year of university studies, especially highlighting the predictive capacity of the subscale dealing with the Establishment of objectives and priorities. These results show the reliability and validity of this adaptation of the scale for evaluating how the students manage their academic time, and predicting their performance in the year they initiate the degree program, thus aiding in the development of intervention proposals directed towards improving these skills.

El objetivo del estudio es analizar las características psicométricas y la capacidad predictiva sobre el rendimiento académico en contextos universitarios de una adaptación española del Time Management Behavior Questionnaire. La escala fue aplicada a 462 estudiantes de nuevo acceso a la Universitat de València en el curso 2006-2007. Los análisis permiten reproducir la estructura factorial de la versión original del cuestionario con ajustes en la adscripción de diversos ítems, integrando cuatro dimensiones interrelacionadas (Establecimiento de objetivos y prioridades, Herramientas para la gestión del tiempo, Percepción del control del tiempo y Preferencias por la desorganización), que presentan niveles satisfactorios de fiabilidad y validez convergente. Las dimensiones de gestión del tiempo muestran niveles de asociación significativos con el rendimiento en el año de acceso a los estudios universitarios, destacando especialmente la capacidad predictiva de Establecimiento de objetivos y prioridades. Estos resultados constatan la fiabilidad y validez de la adaptación efectuada, así como su capacidad de pronóstico sobre el rendimiento en el año de incorporación a la universidad, facilitando el desarrollo de propuestas de intervención dirigidas a la mejora de las habilidades de gestión del tiempo.

Keywords

time managementself-regulated learningfirst year university studentspsycho-educational evaluationstudent support servicesgestión del tiempoaprendizaje autorreguladoestudiantes de nuevo acceso a la universidadevaluación psicoeducativaservicios de apoyo al estudiante
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 15 , Issue 3 , November 2012 , pp. 1485 - 1494
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, G. A., & Jex, S. M. (1997). Confirmatory factor analysis of the Time Management Behavior Scale. Psychological Reports, 80, 225–226. http://dx.doi.org/10.2466/pr0.1997.80.1.225Google Scholar
Barling, J., Kelloway, E. K., & Cheung, D. (1996). Time management and achievement striving interact to predict car sales performance. Journal of Applied Psychology, 81, 821–826. http://dx.doi.org/10.1037//0021-9010.81.6.821CrossRefGoogle Scholar
Bethencourt, J. T., Cabrera, L., Hernández, J. A., Alvarez, P., & González, M. (2008). Psychological and educational variables in university dropout. Electronic Journal of Research in Educational Psychology, 16, 603–622.Google Scholar
Bond, M. J., & Feather, N. T. (1988). Some correlates of structure and purpose in the use of time. Journal of Personality and Social Psychology, 55, 321–329. http://dx.doi.org/10.1037/0022-3514.55.2.321Google Scholar
Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on college grades. Journal of Educational Psychology, 83, 405–410. http://dx.doi.org/10.1037//0022-0663.83.3.405Google Scholar
Claessen, B., van Eerde, W., Rutte, C. G., & Roe, R. A. (2004). Planning behavior and perceived control of time at work. Journal of Organizational Behavior, 25, 937–950. http://dx.doi.org/10.1002/job.292CrossRefGoogle Scholar
Claessen, B., van Eerde, W., Rutte, C. G., & Roe, R. A. (2007). A review of the time management literature. Personnel Review, 36, 255–276. http://dx.doi.org/10.1108/00483480710726136CrossRefGoogle Scholar
Entwistle, N. J., & Tait, H. (1995). The revised approaches to Studying Inventory. Edinburgh, UK: University of Edinburgh, Centre for Research on Learning and Instruction.Google Scholar
García, T., & Pintrich, P. R. (1995, April). Assessing students' motivation and learning strategies: The motivated strategies for learning questionnaire. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA.Google Scholar
García-Ros, R., & Pérez-González, F. (2004). Assessing time management skills as an important aspect of student learning: The construction and evaluation of a time management scale with Spanish high school students. School Psychology International, 25, 167–183. http://dx.doi.org/10.1177/0143034304043684Google Scholar
García-Ros, R., & Pérez-González, F. (2009). Una aplicación web para la identificación de estudiantes de nuevo acceso a la universidad en situación de riesgo académico [A web tool to identify university students at risk of dropping out]. Revista d'innovació educativa, 1, 10–17.Google Scholar
García-Ros, R., & Pérez-González, F. (2011). Validez predictiva e incremental de las habilidades de autorregulación sobre el éxito académico en la universidad [Predictive and incremental validity of self-regulation skills on academic success in the university]. Journal of Psychodidactics, 16, 231–250.Google Scholar
Gillespie, N. A., Walsh, M., Winefield, A. H., Dua, J., & Stough, C. (2001). Occupational stress in universities: Staff perceptions of the causes, consequences and moderators of stress. Work and Stress, 15, 53–72. http://dx.doi.org/10.1080/02678370117944CrossRefGoogle Scholar
Gortner, A., & Zulauf, C. R. (2000). Factors associated with academic time use and academic performance of college students: A recursive approach. Journal of College Student Development, 41, 544–556.Google Scholar
Jex, S. M. (1999). Time management as a moderator of relations between stressors and employee strain. Work & Stress, 13, 182–191. http://dx.doi.org/10.1080/026783799296138CrossRefGoogle Scholar
Kearns, H., & Gardiner, M. (2007). Is it time well spent? The relationship between time management behaviors, perceived effectiveness and workrelated morales and distress in a university context. Higher Education Research & Development, 25, 235–247. http://dx.doi.org/10.1080/07294360701310839Google Scholar
Kitsantas, A., Winsler, A., & Huie, F. (2008). Self-regulation and ability predictors of academic success during college: A predictive validity study. Journal of Advanced Academics, 20, 42–68.CrossRefGoogle Scholar
Lassibille, G., & Navarro, L. (2008). Why do higher education drop out? Evidence from Spain. Education Economics, 16, 89–105. http://dx.doi.org/10.1080/09645290701523267CrossRefGoogle Scholar
Ling, J., Heffernan, T. M., & Muncer, S. J. (2003). Higher education students' beliefs about the causes of examination failure: A network approach. Social Psychology of Education, 6, 159–170. http://dx.doi.org/10.1023/A:1023289908438CrossRefGoogle Scholar
Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79, 381–391. http://dx.doi.org/10.1037//0021-9010.79.3.381CrossRefGoogle Scholar
Macan, T. H. (1996). Time-management training: Effects on time behaviors, attitudes, and job performance. Journal of Psychology, 130, 229–236. http://dx.doi.org/10.1080/00223980.1996.9915004CrossRefGoogle ScholarPubMed
Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of Educational Psychology, 82, 760–768. http://dx.doi.org/10.1037//0022-0663.82.4.760Google Scholar
Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their anxiety, time management and leisure satisfaction. American Journal of Health Studies, 16, 41–51.Google Scholar
Mpofu, E., D'Amico, M., & Cleghorn, A. (1996). Time management practices in an African culture: Correlates with college academic grades. Canadian Journal of Behavioral Science, 28, 102–112. http://dx.doi.org/10.1037/0008-400X.28.2.102Google Scholar
Mudrack, P. E. (1997). The structure of perceptions of time. Educational and Psychological Measurement, 57, 222–240. http://dx.doi.org/10.1177/0013164497057002003CrossRefGoogle Scholar
Peeters, M., & Rutte, C. G. (2005). Time management behavior as a moderator for the job demand-control interaction. Journal of Occupational Health Psychology, 10, 64–75. http://dx.doi.org/10.1037/1076-8998.10.1.64CrossRefGoogle ScholarPubMed
Pérez-González, F., García-Ros, R., & Talaya, I. (2003). Estilos de aprendizaje y habilidades de gestión del tiempo en Edu-cación Secundaria [Learning styles and time management skills in secondary education]. Revista Portuguesa de Educaçao, 16, 59–74.Google Scholar
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning. (ERIC Document Reproduction Service No. 338 122).Google Scholar
Shahani, C., Weiner, R., & Streit, M. K. (1993). An investigation of the dispositional nature of the time management construct. Anxiety, Stress, and Coping, 6, 231–243. http://dx.doi.org/10.1080/10615809308248382CrossRefGoogle Scholar
Weinstein, C. (1987). LASSI user's manual. Clearwater, FL: H & H Publishing Co.Google Scholar
Wilmut, J. (1975). Objective test analysis: Some criteria for item selection. Research in Education, 13, 27–56.CrossRefGoogle Scholar
Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study time: A strategy approach. In Schunk, D. H. & Zimmerman, B. J. (Eds), Self-regulation of learning and performance: Issues and educational applications (pp. 181–202). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar