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Three profiles emerge: Positives, Ambivalent, and Conflicted, with gender and grade unrelated to membership. Socioeconomic status, ethnicity, and GPA show significant relationships; socioeconomic and ethnic overall effects are small, yet post-hoc analyses warrant deeper ethnic comparisons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/demographic-differences-in-adolescent-time-attitude-profiles-in-an-urban-high-school-a-person-oriented-analysis-using-model-based-clustering/594755/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/demographic-differences-in-adolescent-time-attitude-profiles-in-an-urban-high-school-a-person-oriented-analysis-using-model-based-clustering/594755.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method does the study use to identify adolescent time attitude profiles?","Question",{"text":112,"@type":113},"The study uses model-based clustering with Adolescent Time Inventory-Time Attitude (ATI-TA) scores to identify profiles among students from an urban high school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which time attitude profiles are identified in the sample?",{"text":117,"@type":113},"Three profiles are identified: Positives, Ambivalent, and Conflicted. Two profiles resemble clusters found in earlier studies.",{"name":119,"@type":110,"acceptedAnswer":120},"How do demographic variables relate to cluster membership and GPA?",{"text":121,"@type":113},"Gender and grade are not associated with cluster membership, while socioeconomic status, ethnicity, and GPA are. 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Prow,a1 Frank C. Worrell,a James R. Andretta,b and  \nZena R. Melloc  \na University of California, Berkeley  \nb Child Guidance Clinic, Superior Court of the District of Columbia  \nc San Francisco State University  \nAbstract  \nThe purpose of the study was to use model-based clustering to identify adolescent time attitude profiles in a sample of students from an urban high school using Adolescent Time Inventory-Time Attitude (ATI-TA) scores and to examine the association of ATI-TA profiles with demographic variables and grade point average (GPA). Three ATI-TA profiles were identified—Positives, Ambivalent, and Conflicted—two of which were similar to clusters identified in previous studies. Results indicated that gender and grade were not associated with cluster membership. However, socioeconomic status, ethnicity, and GPA were related to cluster membership. Although overall effect sizes for socioeconomic status and ethnicity were small, post-hoc analyses suggested that differences among ethnic groups should be investigated further. There were substantial GPA differences between some clusters (Cohen’s d = .36 – 1.27). Future directions for research on adolescent time attitude profiles should include in-depth studies examining the relationship between profile membership and achievement and longitudinal studies to observe whether time attitude profile membership changes over time.  \nKeywords: adolescence, ATI-TA, demographic differences, model-based clustering, time attitude profile, time perspective  \nAccording to Piaget (1975), adolescence is a critical time in development during which higher-level reasoning develops, including the ability to think abstractly and utilize mental representations of time. Piaget’s work suggests that adolescence is one of the earliest times appropriate for the study of time attitudes. Constructs related to time have been associated with educational outcomes for adolescents in several studies (e.g., Bowles, 2008; Worrell & Hale, 2001 ; Worrell, Latto, & Perlinski, 1999) . Time attitudes constitute one dimension of time perspective and assess an individual ’s emotional and evaluative attitudes or feelings towards their past, present, and future (Mello & Worrell, 2015; Worrell, Mello, & Buhl, 2013) . Researchers have found that adolescents’time  \n1 Correspondence concerning this article should be addressed to Rachael M. Prow, Graduate School of Education, School Psychology Program, 4511 Tolman Hall, University of California, Berkeley, Berkeley, CA 94720-1670. Email: [rachael.prow@berkeley.edu](rachael.prow@berkeley.edu).  \nBerkeley Review of Education Vol. 6 No. 1, pp. 79–95  \n80 Prow, Worrell, Andretta & Mello  \nattitudes have meaningful relationships with academic achievement and school outcomes (Adelabu, 2007; Bowles, 2008), risk factors (Somers & Gizzi, 2001), demographic variables (Andretta, Worrell, Mello, Dixson, & Baik, 2013), and well-being (Boniwell, Osin, Linley, & Ivanchenko, 2010) .  \nMuch extant research conducted on time attitudes in adolescents is limited to attitudes towards the future. However, individuals’time perspectives encompass their past, pr","cbCaisQYvWG7k6CS","https://ap.wps.com/l/cbCaisQYvWG7k6CS","pdf",534240,18,"English","# Abstract\n## Introduction and Background\n## Time Attitudes and Time Perspective\n## Time Attitude Profiles in Prior Research","[{\"question\":\"What method does the study use to identify adolescent time attitude profiles?\",\"answer\":\"The study uses model-based clustering with Adolescent Time Inventory-Time Attitude (ATI-TA) scores to identify profiles among students from an urban high school.\"},{\"question\":\"Which time attitude profiles are identified in the sample?\",\"answer\":\"Three profiles are identified: Positives, Ambivalent, and Conflicted. Two profiles resemble clusters found in earlier studies.\"},{\"question\":\"How do demographic variables relate to cluster membership and GPA?\",\"answer\":\"Gender and grade are not associated with cluster membership, while socioeconomic status, ethnicity, and GPA are. Substantial GPA differences are reported between some clusters.\"}]","Demographic Differences in Adolescent Time Attitude Profiles in an Urban High School - A Person-Oriented Analysis Using Model-Based Clustering | PDF",1792079783,45]