Psychometric Properties of the Academic Procrastination Scale in Spanish University Students

Autor/inn/en	Martín-Antón, Luis J.; Almedia, Leandro S.; Sáiz-Manzanares, María-Consuelo; Álvarez-Cañizo, Marta; Carbonero, Miguel A.
Titel	Psychometric Properties of the Academic Procrastination Scale in Spanish University Students
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 5, S.642-656 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martín-Antón, Luis J.) ORCID (Almedia, Leandro S.) ORCID (Sáiz-Manzanares, María-Consuelo) ORCID (Álvarez-Cañizo, Marta) ORCID (Carbonero, Miguel A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2022.2117791
Schlagwörter	Psychometrics; Time Management; Measures (Individuals); Foreign Countries; College Students; Factor Analysis; Test Validity; Student Behavior; Gender Differences; Spain + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Zeitmanagement; Messdaten; Ausland; Collegestudent; Faktorenanalyse; Testvalidität; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Spanien
Abstract	Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid -- yet at the same time brief and clear-cut -- measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01