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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: [email protected]
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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

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