The research is concerned with psychological time. It describes dimensions along which to measure attitude to time and relates these to locus of control. It seeks to indicate how attitude to time can be related to various strategies which managers may employ in managing their time. An instrument for measuring attitude of time (Time Questionnaire) has been derived from a Wessman model by factor analysis. The resulting dimensions (being organised, present-rootedness, personal harassment, changeability and relaxed style) have been interpreted with the aid of semi-structured interviews with practising managers. Attitude profiles derived by cluster analysis allow managers to be classified into three broad groups. Rotter's locus of control scale was selected for further testing because of its relevant theoretical base and its methodological appropriateness. Factor analysis was employed to challenge Rotter's contention that the scale is unidimensional. Two dimensions have been identified (general luck and political control) which show partial correlation with the Time Questionnaire dimensions. A method of identifying internals and externals by weighted scores on the two dimensions provides a more accurate description than the conventional method. The two strands of the research were integrated in a study with managers of a large city council, based on the use of the Time Questionnaire and the locus of control scale. As part of the integrative study an additional instrument was developed to analyse strategies used for overcoming time management obstacles (Obstacles Questionnaire). Finally, the research offers a Time Questionnaire which will help managers and other researchers to increase their understanding of attitude to time. It offers a two-dimensional view of locus of control with an improved method of scoring. It also offers an Obstacles Questionnaire which can be used to link attitudes to time to any future observation studies on time management.

This study was designed to determine whether or not there is anxiety change during periods of unstructured time in people who were identified and classified as inner-directed and other-directed individuals. The intent was also to examine the relationship between self-concept and anxiety change in the two classifications.The research was planned to examine three hypotheses. A t test was administered for significance of difference in anxiety change between the inner- and other-directed classifications, and correlation coefficients were established in order to examine the relationship between anxiety and self-concept in the two classifications. The data used in this study were collected from the test results on the modified scale from the Personal Orientation Inventory (POI), the scores from the pretests and posttests of the Taylor Manifest Anxiety Scale (TMAS), and the scores from the Tennessee Self Concept Scale (TSCS).The TMAS was administered to 28 participants in an unstructured workshop on creativity on the first day and again on the afternoon of the fourth day when the workshop was completed. The TSCS and the modified scale from the POI were administered on the second day.The 28 subjects included 8 men and 20 women employed by the Louisville Board of Education. Administrators, teachers, social workers, and paraprofessionals volunteered for this experience. They ranged in age from 18 to 55.Subjects scoring in the upper two quartiles on the modified inner- and other-directed POI scale were classified as inner-directed; whereas those scoring in the lower two quartiles were classifed as other-directed. Two pilot studies were conducted with this modified scale previous to its use on this study. Hypothesis #1 was examined by comparing the means of the anxiety change scores which were taken from the TMAS pretests and posttests. A t test was administered for significance of difference between the two means of the TMAS pretest and posttests and was significant at the .05 level of confidence.Hypotheses #2 and #3 were examined by using a correlation co-efficient on the anxiety change scores and the Total P scores from the T SCS. The r's were examined, but the relationship between anxiety change and the self-concept scores of this population were not significant in either classification. The self-concept of the inner-directed, however, was significantly higher than the self-concept of the other-directed.The inner-directed subjects dropped significantly in anxiety scores after the unstructured time. Other-directed subjects did have an increase in anxiety scores, but it was not significant at the .05 level of confidence.

Thesis (Ph. D.)--University of Montana, 2006. / Mode of access: Internet. Title from title screen. Description based on contents viewed Dec. 11, 2006. Includes bibliographical references (p. 18-20).

M.Com. (Industrial Psychology) / The twentieth century is marked by fast developing communities which are currently moving into a new era of social, political, economic and cultural change. These developments include, among other, increased economic activities, over-population and an international tendency towards political conflict. In the South African environment these factors, together with the socio-economic structure and heterogeneous racial composition place an ever increasing demand on the occupational and organisational environment...

The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education. / Department of Home Economics

Thesis (Ph. D.)--University of Alberta, 2005. / Includes bibliographical references (leaves 253-285). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--University of Alberta, 2005. / Includes bibliographical references (leaves 253-285).

Thesis (Ph. D.)--University of Alberta, 2005. / Includes bibliographical references (leaves 253-285).

M. S.

M.S.