Propiedades psicométricas del TMBS en universitarios
DOI:
https://doi.org/10.24320/redie.2017.19.4.1340Palabras clave:
Estudiantes universitarios, Psicometría, Evaluación.Resumen
Se analizan las características psicométricas de la prueba Time Management Behavior Questionnaire (TMBS), adaptada para el alumnado universitario colombiano. Se exploran: la validez de constructo mediante el modelo Rasch; la validez discriminante frente a una prueba de procrastinación académica, y la validez concurrente con el rendimiento promedio. Se analiza también la confiabilidad, la longitud de la escala y el comportamiento diferencial de los ítems (DIF). La muestra estuvo constituida por 494 universitarios de nueve carreras y dos universidades. Los resultados indican un buen ajuste al modelo Rasch, valores adecuados de confiabilidad, ítems sin funcionamiento diferencial y que las categorías de la escala Likert podrían reducirse de cinco a cuatro. Se obtuvieron asociaciones negativas y significativas con la procrastinación y asociaciones positivas significativas con las calificaciones. En las conclusiones se plantean recomendaciones para el uso de la prueba en el contexto latinoamericano.Descargas
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Referencias
Adams, G. A. y Jex, S. M. (1997). Confirmatory factor analysis of the time management behavior scale. Psychological Reports, 80(1), 225-226.
Azar, S. y Zafer, S. (2013). Confirmatory factor analysis of time management behavior scale: evidence from Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 4(12), 946-959.
Bond, T. y Fox, C. (2012). Applying the Rasch model: fundamental measurement in the Human Sciences. Nueva York: Routledge.
Claessens, B., Van Eerde, V., Rutte, Ch. y Roe, R. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276.
Durán-Aponte, E. y Pujol, L. (2013). Manejo del tiempo académico en jóvenes que inician estudios en la Universidad Simón Bolívar. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11(1), 93-108.
García-Ros, R. y Pérez-González, F. (2012). Spanish version of the Time Management Behavior Questionnaire for university students. The Spanish Journal of Psychology, 15(3), 1485-1494.
George, D., Dixon, S., Stansal, E., Lund, S. y Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706-715.
Gorsuch, R. (1983). Factor analysis. Hillsdale, NJ: Erlbaum.
Gray, L. E. (2015). Exploring time management as a construct of selfregulated learning in first-year college students taking online classes. Tesis doctoral, University of the West Indies.
Kitsantas, A., Winsler, A. y Huie, F. (2008). Self-regulation and ability predictors of academic success during college: a predictive validity study. Journal of Advanced Academics, 20(1), 42-68.
Liu, L., Rijmen, F., MacCann, C. y Roberts, R. (2009). The assessment of time management in middle-school students. Personality and Ind. Differences, 47, 174-179.
Macan, Th., Shahani, C., Dipboye, R. L. y Phillips, A. P. (1990). College students’ time management: correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760-768.
Macan, Th. (1994). Time Management: Test of a process model. Journal of Applied Psychology, 79(3), 381-391.
MacCann, C., Fogarty, G. J. y Roberts, R. D. (2012). Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22(5), 618-623.
Nadinloyi, K. B., Hajloo, N., Garamaleki, N. S., y Sadeghi, H. (2013). The study efficacy of time management training on increase academic time management of students. Procedia-Social and Behavioral Sciences, 84, 134-138.
Olowookere, E., Alao, A., Odukoya, J., Adekeye, O. y Ade’ Agbude, G. (2015). Time management practices, character development and academic performance among university undergraduates. Creative Education, 6, 79-86. doi: 10.4236/ce.2015.61007
Pehlivan, A. (2013) The effect of the time management skills of students taking financial accounting course on their course grades and grade point averages. International Journal of Business and Social Science, 4(5), 196-199.
Robbins, S., Oh, I., Le, H. y Button, C. (2009). Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: integrated meta-analytic path analyses. Journal of Applied Psychology, 94(5),1163-1184.
Rozental, A. y Carlbring, P. (2014). Understanding and treating procrastination: a review of a common self-regulatory failure. Psychology, 5(13), 1488-1502.
Solomon, L. y Rothblum, E. (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of Couseling Psychology, 31(4), 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
UNESCO (2013). Situación educativa de América Latina y el Caribe: Hacia la educación de calidad para todos. Oficina Regional de para América Latina y el Caribe. Santiago de Chile: Autor. Recuperado de http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/images/SITIED-espanol.pdf
Tennant , A. y Pallant , J. (2006). Unidimensionality matters! (A tale of two Smiths?). Rasch Measurement Transactions, 20(1), 1048-1051.
Wright, B. y Stone, M. (1999). Measurement essentials. Wilmington: Wide Range.
Azar, S. y Zafer, S. (2013). Confirmatory factor analysis of time management behavior scale: evidence from Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 4(12), 946-959.
Bond, T. y Fox, C. (2012). Applying the Rasch model: fundamental measurement in the Human Sciences. Nueva York: Routledge.
Claessens, B., Van Eerde, V., Rutte, Ch. y Roe, R. (2007). A review of the time management literature. Personnel Review, 36(2), 255-276.
Durán-Aponte, E. y Pujol, L. (2013). Manejo del tiempo académico en jóvenes que inician estudios en la Universidad Simón Bolívar. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11(1), 93-108.
García-Ros, R. y Pérez-González, F. (2012). Spanish version of the Time Management Behavior Questionnaire for university students. The Spanish Journal of Psychology, 15(3), 1485-1494.
George, D., Dixon, S., Stansal, E., Lund, S. y Pheri, T. (2008). Time diary and questionnaire assessment of factors associated with academic and personal success among university undergraduates. Journal of American College Health, 56(6), 706-715.
Gorsuch, R. (1983). Factor analysis. Hillsdale, NJ: Erlbaum.
Gray, L. E. (2015). Exploring time management as a construct of selfregulated learning in first-year college students taking online classes. Tesis doctoral, University of the West Indies.
Kitsantas, A., Winsler, A. y Huie, F. (2008). Self-regulation and ability predictors of academic success during college: a predictive validity study. Journal of Advanced Academics, 20(1), 42-68.
Liu, L., Rijmen, F., MacCann, C. y Roberts, R. (2009). The assessment of time management in middle-school students. Personality and Ind. Differences, 47, 174-179.
Macan, Th., Shahani, C., Dipboye, R. L. y Phillips, A. P. (1990). College students’ time management: correlations with academic performance and stress. Journal of Educational Psychology, 82(4), 760-768.
Macan, Th. (1994). Time Management: Test of a process model. Journal of Applied Psychology, 79(3), 381-391.
MacCann, C., Fogarty, G. J. y Roberts, R. D. (2012). Strategies for success in education: Time management is more important for part-time than full-time community college students. Learning and Individual Differences, 22(5), 618-623.
Nadinloyi, K. B., Hajloo, N., Garamaleki, N. S., y Sadeghi, H. (2013). The study efficacy of time management training on increase academic time management of students. Procedia-Social and Behavioral Sciences, 84, 134-138.
Olowookere, E., Alao, A., Odukoya, J., Adekeye, O. y Ade’ Agbude, G. (2015). Time management practices, character development and academic performance among university undergraduates. Creative Education, 6, 79-86. doi: 10.4236/ce.2015.61007
Pehlivan, A. (2013) The effect of the time management skills of students taking financial accounting course on their course grades and grade point averages. International Journal of Business and Social Science, 4(5), 196-199.
Robbins, S., Oh, I., Le, H. y Button, C. (2009). Intervention effects on college performance and retention as mediated by motivational, emotional, and social control factors: integrated meta-analytic path analyses. Journal of Applied Psychology, 94(5),1163-1184.
Rozental, A. y Carlbring, P. (2014). Understanding and treating procrastination: a review of a common self-regulatory failure. Psychology, 5(13), 1488-1502.
Solomon, L. y Rothblum, E. (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of Couseling Psychology, 31(4), 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133(1), 65-94.
UNESCO (2013). Situación educativa de América Latina y el Caribe: Hacia la educación de calidad para todos. Oficina Regional de para América Latina y el Caribe. Santiago de Chile: Autor. Recuperado de http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/images/SITIED-espanol.pdf
Tennant , A. y Pallant , J. (2006). Unidimensionality matters! (A tale of two Smiths?). Rasch Measurement Transactions, 20(1), 1048-1051.
Wright, B. y Stone, M. (1999). Measurement essentials. Wilmington: Wide Range.
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2017-10-25
