Escolar Documentos
Profissional Documentos
Cultura Documentos
Lay & Schouwenburg Bond & Feather Britton & Tesser Brantley, Waggoner, Jones & Rappaport
Trait Procrastination, Time Management, and Academic Behavior Definition of time management Hypothesis and experimental design Findings and relevance
Some Correlates of Structure and Purpose in the Use of Time Time Structure Questionnaire Report of findings Relevance
Effects of TimeManagement Practices on College Grades Time-Management Questionnaire Hypotheses and Experimental Design Report of findings Relevance
A Daily Stress Inventory: Development, Reliability, and Validity Description of DSI Reliability & Validity Relevance
1.
Directional hypotheses
Students with low time management skills will have higher stress levels than students with high time management skills, regardless of the presence or absence of a time constraint Students with low time management skills under a time constraint will have the highest stress levels of all other conditions (students with high time management skills will have lowest stress levels)
2.
Descriptive Statistics
Low TM Skills Time Constraint n= 14 High TM Skills Time Constraint n= 12 n=26
n=27
Gender: 30.2% Male (n= 16) 69.8% Female (n= 37) Age: M= 20.21 years, 41.5% 19 years (n= 22)
Sample TM Assessment
Time Management Questionnaire
Please read the following 18 questions and circle Yes or No next to each in response. Please answer as truthfully as possible. 1. Do you make a list of the things you have to do each day? YES NO YES NO
2. Do you regularly review your class notes, even when a test is not imminent?
3. Do you often find yourself doing things which interfere with your schoolwork simply because you hate to say No to people? YES NO 4. Do you continue unprofitable routines or activities? YES 5. Do you plan your day before you start it? YES NO NO NO
6. The night before a major assignment is due, are you usually still working on it? YES
5 points- yes; 1 point no Questions 3,4,6, reverse coded Max 100 pts; Min 20 pts Low TM skills: 20-60 pts High TM skills: 61-100 pts Random assignment into conditions after skill level assessed
Please spend as much time as necessary to complete the questions contained in this study. You may take as long as necessary to complete this task up to 30 minutes. Please think each question through thoroughly before moving on to the next question and/or section.
Accuracy as well as efficiency are taken into account when scoring. At the top of the first page, please look at the clock and record the time that you begin in the space provided. At the end of the task, please again look at the clock and record your ending time in the space provided. When you have finished, please turn your paper over and wait quietly for the other participants to finish.
Task: Part 2
I. Using the words you unscrambled on the previous page, please place as many as you can into the most appropriate definition in the space provided. You may reference the previous page but may not add to your answers on the previous page. Complete no less than 8 sentences before continuing on to the next section. These definitions are in no particular order. You may look back to the previous section for help, but please do not look to the next section until youve completed section II. 1. 2. 3. 4. Someone who says or does things to provoke laughter. _____________ Spun fiber for weaving or knitting. ________________ Visual counterpart of an object formed by a lens or mirror. ________________ Lacking feeling. _______________
Task: Part 3
I. Using the words that you unscrambled in Section I and matched with definitions in Section II, please create as many new words as you can by rearranging the orders of the letters. You may reference the previous pages but may not add to your answers on the previous pages. You do not have to use every letter of the word. For example: The word race can be rearranged to spell care, car, ear, ace, etc. Please use no less than 4 of the words used to complete sentences in Section II and write your answers in the spaces provided. Please use the back of this page if you need additional space. 1. original word: __________________ recombinant words: ___________________________________________________________________________________________________
X = did not occur 1 = occurred but was not stressful 2 = caused very little stress 3 = caused a little stress 4 = caused some stress 5 = caused much stress 6 = caused very much stress 7 = caused me to panic
You performed poorly at task ____ You performed poorly due to others ____ You thought about unfinished work ____ You hurried to meet deadline ____ You were interrupted during task/activity ____ Someone spoiled your completed task ____
Three scores
1.
2. 3.
FREQ: number of events reported having occurred SUM: sum total of the impact ratings AIR: average impact rating (SUM/FREQ)
Statistical Results
Low TM Skills Time Constraint n= 14 M= 2.92 SD= 1.54 High TM Skills Time Constraint n= 12 M= 2.38 SD= .59 n=26 M= 2.67 SD= 1.21
Low TM Skills No Time Constraint n= 15 M= 2.47 SD= .99 n= 29 M= 2.69 SD= 1.28
High TM Skills No Time Constraint n= 12 M= 2.12 SD= .77 n= 24 M= 2.25 SD= .69
Variance in Results
4.0 3.5
3.0
2.5
95% CI STRESS
2.0
MANAGE
1.5
1.0
N= 12 14 12 15
2 1 2
TIME
Marginally significant main effect of TM skills on stress levels Suggests that low TM skills are related to higher stress levels Supports past research Implications
Further Research
Investigate influence of TM skills on other constructs Stress levels of college students in general: other influences besides TM skills