Abstract
This research is aimed at examining the validity and reliability of the Turkish version of the Time Attitude Scale. Data were collected from 433 adolescents; 206 males and 227 females participated in the study. Confirmatory factor analysis performed to discover the structural validity of the scale. The internal consistency method was used for reliability analysis. Confirmatory factor analysis revealed a good fit to the data (X2 = 724.42, DF = 390, RMSEA = .045, GFI = .90, CFI = .91, IFI = .91, NNFI = .90, and SRMR = .04). The internal consistency coefficients of six subscales were found to be .67 for past positive, .72 for past negative, .81 for present positive, .72 for present negative, .77 for future positive, and .63 for future negative. The result of the item analysis showed that corrected item-total correlations ranged from .29 to .67, and were statistically significant at the p<0.001 level. These results evidenced that the Turkish version of the scale is a valid and reliable instrument.
Highlights
Time perspective is a multidimensional cognitive-motivational concept (Mello, Bhadare, Feam, Galaviz, Hartmann, & Worrell [1]; Mello, Worrell, & Andretta [2]) and cognitive–psychological construct (Worrell, Mello & Buhl [20]) that refers to thoughts and attitudes toward the past, the present, and the future (Mello et al, 2009a [1])
Time perspective was described in regards to an orientation, intensity, and attitude toward the past, present, and future (Mello et al, 2009a [1])
According to the results of the confirmatory factor analysis (CFA), the model provided a good fit to the data and the original and adapted factor structures were similar
Summary
Time perspective is a multidimensional cognitive-motivational concept (Mello, Bhadare, Feam, Galaviz, Hartmann, & Worrell [1]; Mello, Worrell, & Andretta [2]) and cognitive–psychological construct (Worrell, Mello & Buhl [20]) that refers to thoughts and attitudes toward the past, the present, and the future (Mello et al, 2009a [1]). Time perspective was described in regards to an orientation, intensity, and attitude toward the past, present, and future (Mello et al, 2009a [1]). The integration of the self with the past, present, and future is required for identity formation (Ericson [19]), and presumably it is supported by the development of formal operational thinking (McInerney [18]). As a cognitive-motivational construct, time perspective may affect adolescents’ present and future behaviors about school and work (Mello et al [1]). A student may choose to focus on future career decisions and presently put more effort into academia in order to have a better career choice in the future
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