Time management practices in an African culture: Correlates with college academic grades.

Abstract

The construct and predictive validity of Western process models of time management was examined in an African culture. Four hundred and seventy two (N = 472) Zimbabwean student teachers of a Shona cultural background took part in the study and the students varied by gender, age, college entry grade point and year of study. Students completed the Britton and Tesser (1991) Time Management Questionnaire. Factor analysis revealed that the time management processes of short term planning, perceived control of time, time attitude and long term planning were valid constructs for the sample of African students. However, when the students' self report time behaviours, time attitudes and demographic variables were regressed on College Grade Point Averages (CGPAs), only perceived control of time, short term planning, college entry grade point and gender singularly accounted for a significant proportion of the variance in CGPA. Findings are discussed with reference to the conceptual and practical issues in time management. ResumeLe construit et la validite predictive des modeles de processus occidentaux d'amenagement du temps ont fait l'objet d'une etude aupres d'une communaute culturelle africaine. Quatre cent soixante-douze (n = 472) future enseignants zimbabweens de culture chona y ont participe. L'echantillon comprenait des personnes de sexes et d'ages differents, dans diverses annees d'etudes, et admises au collegial avec des notes differentes. Toutes ont rempli le Time Management Questionnaire de Britton et Tesser (1991). L'analyse factorielle a revele que les processus d'amenagement du temps que sont la planification a court terme, 1'impression de controler le temps, l'attitude a l'egard du temps et la planification a long terme etaient des construits valables pour l'echantillon d'etudiants africains. Cependant, une analyse de regression des comportements et des attitudes a l'egard du temps que les sondes ont dit adopter, ainsi que des variables demographiques, sur les moyennes individuelles de fin d'annee a permis de constater que seuls 1'impression de controler le temps, la planification a court terme, la note a l'admission au collegial et le sexe expliquent un ecart significatif dans les moyennes individuelles de fin d'annee. Les resultats sont examines relativement aux aspects conceptuels et pratiques de l'amenagement du temps.

Spanish Version of the Time Management Behavior Questionnaire for University Students

“…The GARCÍA-ROS AND PÉREZ-GONZÁLEZ TMQ evaluates long-and short-term planning skills, as well as the degree to which students are aware of the way they use their time. Its factorial validity and predictive capacity of academic performance have been demonstrated in various studies (e.g., García-Ros & Pérez-González, 2004;Mpofu, D'Amico, & Cleghorn, 1996).…”

Assessing Time Management Skills as an Important Aspect of Student Learning

“…On the other hand, Britton and Tesser obtained very different results, given that they refer to shortrange planning and time attitudes as significant predictors. In other studies with adaptations of the TMQ, Mpofu et al (1996) point out that in the case of African college students only the short-range planning factor proved to be a good predictor of academic achievement. Finally, Trueman and Hartley (1995) report in their study with British college students that the subscale they call 'confidence in long range planning' is the one that shows a significant relationship with academic results.…”

“…They propose an alternative structure with two factors they call 'daily planning' and 'confidence in long range planning'. On their part, Mpofu et al (1996), in this case with African college students, were able to reproduce the structure obtained by Britton and Tesser. The results regarding its predictive capacity for academic achievement are different between studies, a question that should be dealt with in the future.…”

Internet Addiction and Time Management Relationship in University Students

“…Cinsiyete göre zaman yönetimi hassasiyeti analiz edildiğinde kadın katılımcıların zaman planlama eğilimlerinin erkek katılımcılardan daha yüksek olduğu sonucuna ulaşılmıştır. Bu sonuç literatür tarafından da desteklenmektedir (Macan vd., 1990;Mpofu, D' Amico & Cleghorn, 1996;Erdem & Kaya, 1998;Misra & McKean, 2000;Çağlıyan & Göral, 2009;Tektaş & Tektaş, 2010;Gayef, Tapan & Sur, 2017). Alay & Koçak (2003) tarafından yapılan çalışmada da bu çalışma ile benzer biçimde, genel zaman yönetiminde cinsiyete ve genel zaman yönetiminin zaman planlama alt ölçeğine göre anlamlı bir fark olduğu görülürken, zaman harcattırıcılar ve zaman tutumları alt boyutları için cinsiyete göre anlamlı bir fark bulunmamıştır.…”