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AbstractWe examined the construct validity of time management behaviour and work engagement, defined as a positive work-related state of mind. Two-hundred and eighty-one participants completed the Time Management Behaviour Scale, the Utrecht Work Engagement ScaleStudent Version, and the Big Five Aspect Scales. Linear regression analyses revealed that Time Management Behaviour was positively predicted by the Conscientiousness aspects, Industriousness and Orderliness. Work Engagement variables were also predicted by Industriousness, and both aspects of Openness/Intellect. Openness significantly predicted Vigor and Dedication, while Intellect predicted Absorption. These findings indicate that those higher in both time management behaviour and work engagement are more likely to use time effectively and minimise distractions. While individuals higher on time management behaviour are more likely to work in an orderly fashion, individuals higher in work engagement might be quicker to understand information. The implications for supporting students at university to learn more effectively are discussed in light of these findings.ABSTRACT WORD COUNT: 154 KEYWORDS: big five aspects; time management behaviour; work engagement; construct validity; self-regulated learning ACKNOWLEDGEMENTS: The primary author was supported by an Australian Postgraduate Award (APA) to conduct this research
Coping with University Education: The Relationships of Time Management Behaviour and Work Engagement with the Five Factor Model AspectsUsing time more efficiently is widely assumed to be a key skill for students (Claessens, van Eerde, Rutte, & Roe, 2007; Kelly & Johnson, 2005; MacCann, Fogarty, & Roberts, 2012). However, the evidence indicating that students who plan their time achieve better grades is mixed (Britton & Tesser, 1991; Burt & Kemp, 1994; Macan, Shahani, Dipboye, & Phillips, 1990;Trueman & Hartley, 1996). In contrast, university students who engage more with their studies might achieve higher grades (Salamonson et al., 2013). A number of interventions have been designed to improve university students' engagement with their studies (Wolters & Hoops, 2015). However, personality traits might confer a higher likelihood of using self-regulated learning strategies in the first place. The aim of this study was to examine the trait antecedents of Time Management Behaviour (Macan et al., 1990) and Work Engagement (Schaufeli, Salanova, Gonzalez-Roma, & Bakker, 2002b), in order to determine which students might benefit more from self-regulated learning interventions. A secondary aim of this study was to establish evidence for the discriminant validity of both constructs in a tertiary student sample.
Work EngagementWork engagement is defined by Schaufeli et al. (2002b) as a "…positive, fulfilling, work-related state of mind" (p. 74). Work engagement consists of three affective-cognitive states. Vigor is characterised by high levels of mental resilience whil...