Title: Adolescent time attitude scale (ATAS) scores and academic outcomes in secondary school females in New Zealand

Authors: Mohamed Alansari; Frank C. Worrell; Christine Rubie-Davies; Melinda Webber

Addresses: School of Learning, Development and Professional Practice, Epsom Campus, Faculty of Education, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand ' Graduate School of Education, University of California, Berkeley, 4511 Tolman Hall, #1670, Berkeley, CA, 94720-1670, USA ' School of Learning, Development and Professional Practice, Epsom Campus, Faculty of Education, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand ' School of Learning, Development and Professional Practice, Epsom Campus, Faculty of Education, The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand

Abstract: Multiple associations between time-related variables and several educational outcomes have been established previously. Of these time-related variables, the majority have focused on attitudes and perceptions related to the future, but not to the present or the past. This paper examined the psychometric properties of a multidimensional measure of time attitudes, and whether time attitudes were related to several academic variables and to attitudes to teachers and towards school. A total of 579 students at an all-female New Zealand high school completed the adolescent time attitude scale (ATAS). Results from the confirmatory factor analysis showed that the six-factor ATAS model had acceptable fit indices with robust internal consistency estimates for each of the factors in that model. Time attitudes had no meaningful relationships with GPA, academic self-ranking or wagging/cutting school, but were related to attitudes toward school and teacher. However, time attitude profiles had meaningful relationships to all variables except wagging school.

Keywords: adolescent time attitude scale; ATAS; time attitudes; academic achievement; time perspective; adolescence; reliability; validity; confirmatory factor analysis; cluster analysis; New Zealand; secondary schools; females; girls; secondary education; student attitudes; gender.

DOI: 10.1504/IJQRE.2013.057687

International Journal of Quantitative Research in Education, 2013 Vol.1 No.3, pp.251 - 274

Available online: 13 Nov 2013 *

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