2026-05-15T14:32:02Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/89522024-04-17T00:05:15Zcom_10259_8953com_10259_5086com_10259_2604com_10259_5841col_10259_8954col_10259_5842

Martín Antón, Luis Jorge Almeida, Leandro Sáiz Manzanares, María Consuelo Álvarez Cañizo, Marta Carbonero Martín, Miguel Ángel 2024-04-16T09:53:21Z 2024-04-16T09:53:21Z 2022-09 0260-2938 http://hdl.handle.net/10259/8952 10.1080/02602938.2022.2117791 1469-297X 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. This work was funded by project no. VA088G18 corresponding to subsidies to the Recognized Research Groups of the Public Universities of Castilla y León, Spain (Order of November 20, 2017, BOCYL No. 225, of November 23). and Grant from the “Vicerrectorado de Investigación, transferencia e Innovación de la Universidad de Burgos” to GIR DATAHES No. Y143.GI. application/pdf eng Taylor & Francis Group Assessment & Evaluation in Higher Education. 2022, V. 48, n. 5, p. 642-656 https://doi.org/10.1080/02602938.2022.2117791 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Academic procrastination Confirmatory factor analysis Measurement invariance Higher Education Enseñanza superior Psicología Education, Higher Psychology Psychometric properties of the academic procrastination scale in Spanish university students info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Assessment & Evaluation in Higher Education 48 5 642 656