Psychometric properties of the TMBS questionnaire for university students
DOI:
https://doi.org/10.24320/redie.2017.19.4.1340Keywords:
Estudiantes universitarios, Psicometría, Evaluación.Abstract
This study analyzes the psychometric properties of the Time Management Behavior Questionnaire (TMBS), adapted for use with Colombian university students, and explores construct validity using the Rasch model, discriminant validity with regard to an academic procrastination test, and concurrent validity with average performance. The reliability and length of the scale and differential item functioning were also analyzed. The sample was made up of 494 university students from nine degree programs and two universities. The results show good fit to the Rasch model, suitable reliability values and items without differential functioning, and suggest that the Likert scale categories may be reduced from five to four. Negative significant associations were found with procrastication, and positive significant associations with grades. The conclusions offer recommendations for using the test in a Latin American context.Downloads
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References
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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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Article abstract page views: 1389
Published
2017-10-25
