TMBQ

AcronymDefinition
TMBQThe Melody Boys Quartet (Gospel vocal group)
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En definitiva, los resultados de validez y confiabilidad del Time Management Behavior Questionnaire (TMBQ), han sido demostrados con muestras que presentan diferencias tanto poblacionales como culturales, de tal manera que este estudio se convierte en un aporte necesario para facilitar futuras comparaciones entre estudiantes universitarios y universitarias, en especial de paises de habla hispana.
Spanish version of the Time Management Behavior Questionnaire (TMBQ) for university students.
Descripcion de las Dimensiones del TMBQ. Establecer objetivos Herramientas para la gestion y prioridades (factor I) del tiempo (factor II) Esta dimension se caracteriza Esta dimension se caracteriza por evaluar la preferencia por por medir el uso que el sujeto organizar el tiempo para hace de las conductas asociadas aprovecharlo al maximo--incluso usualmente con el manejo eficaz en los momentos en los que del tiempo, tales como elaborar se deba esperar--, un listado para descartar tareas identificar tareas realizadas, contar con notas importantes o prioritarias, o recordatorios, utilizar fijar metas de logro a unaagenda, usar libretas para corto plazo, identificar anotar ideas, diligenciar como aprovechar mejor el tiempo.
Given that one of the objectives of this study is to analyze the TMBQ's predictive capacity of academic results, the study also considers the variable Academic Performance, defined as the mean of the grades obtained in the different subjects in the first year of university.
The original version of the TMBQ was translated into Spanish by two translators who compared their respective versions until agreeing on the translation considered most appropriate.
The data was collected at the beginning of the second trimester of the 2006-2007 school year, by applying the adaptation of the TMBQ during the school day in the participants' classrooms.
After the recording and codification of the data, the next step was to determine the factorial structure of the adaptation of the TMBQ, analyze its psychometric properties and the reliability of the corresponding subscales, and examine its convergent validity with the MSLQ subscale selected.
Finally, in order to determine the TMBQ's capacity to predict academic performance in the first year of university, the boards of governors of the Psychology and Teaching degrees were asked to provide the academic results of the participants in the study.
Second, an analysis was performed of the descriptive statistics and psychometric characteristics of the adaptation of the TMBQ, as well as the analysis of its convergent validity with the Time Management subscale of the MSLQ.
After the analysis of the factorial structure of the adaptation of the TMBQ and the basic descriptors for each of the elements, the corrected item-total correlation was calculated for each of the items.
Regarding the convergent validity of the adaptation of the TMBQ, all the dimensions show significant levels of association--and in the expected direction- with the Time management and study environment subscale of the MSLQ.
Table 5 presents the results of the hierarchical regression analysis, showing that both Model 1 (sociodemographic and prior educational variables) and Model 2 (considering, in addition, the dimensions of the TMBQ) significantly predict Academic performance (Model 1, F(3, 264) = 10.0, p < .001 ***; Model 2, F(7, 260) = 13.2, p < .001 ***).