Pérez-Rodríguez, S., Vidal-Ramírez, C., Triviño-Juárez, J. M., Del Pino-González, A., López-Atienza, G., Molina-Torres, E., Marín-Marín, J. A., Toledano-González, A., Rodríguez-Martínez, M. C., & Romero-Ayuso, D. (2025). Initial validation of daily time management self-report: differences in ADHD children and adolescents. Educational and Developmental Psychologist, 1–15. https://doi.org/10.1080/20590776.2025.2545249
Abstract
Objective
This study validated and examined the internal consistency of the Time-S for Spanish-speaking neurotypical children and adolescents.
Method
A total of 179 participants (121 neurotypical, 58 ADHD), aged 10–17, completed a daily time management questionnaire. Validation was performed using exploratory factor analysis.
Results
Four factors were identified, explaining 61.71% of the variance: (1) initiation and completion of self-regulated tasks; (2) temporal perception; (3) structuring of daily routines; and (4) coping with time-related demands. Internal consistency (McDonald’s ω) was .796. After controlling for age and gender, the neurotypical group scored significantly higher than the ADHD group for factor 1 (0.78 points, p = .044, η2 = 0.023), factor 2 (1.39 points, p = .021, η2 = 0.030) and the total score of the Time-S (3.36 points, p = .023, η2 = 0.030). After controlling for group and gender, the multivariate analysis revealed that each additional year of age was significantly associated with an average increase of 0.13 points for factor 1 (p = .049, η2 = 0.022) 25 and 0.21 points for factor 2 (p = .048, η2 = 0.022).
Conclusion
The Time-Spanish final version could be a valuable tool for evaluating daily time management in neurotypical and ADHD populations.