Confirmatory Factor Analysis of the Academic Procrastination Scale (original) (raw)
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Development of an academic procrastination scale
This study evaluated the factor structure and internal consistency of a new academic procrastination measure employing both the adaptive and maladaptive aspects of procrastination. Two hundred fifty college students responded to a 150-item initial instrument. Factor analysis using oblique rotation revealed three subscales: Structured Procrastination, Unstructured Procrastination, and Non-Procrastination. Confirmatory Factor Analysis resulted to a new 65-item academic procrastination scale that could distinguish structured procrastination with desirable outcomes from unstructured procrastination with undesirable outcomes. The three subscales showed good internal consistency reliabilities with structured procrastination getting a reliability coefficient of α= 0.928, unstructured procrastination α= 0.914, and non-procrastination α= 0.792. A significant relationship was also found between structured procrastination and unstructured procrastination (r = .346, p <.001), which illustrated the convergent and discriminant validity of the constructs. The new academic procrastination measure had the potential to be adopted in any academic settings and could be used to investigate behavioral factors related to academic achievement's antecedents and consequences.
Development and Psychometric Analysis of the Brief Inventory of Academic Procrastination
Temas em Psicologia
Academic procrastination is characterized by the non-strategic postponement of commitments, implying a delay in starting or completing actions or decisions related to academic activities. This article describes the construction and psychometric analysis of a new self-report tool for the assessment of a broad spectrum of latent academic procrastination. Participants were 172 students from diff erent undergraduate courses of a university in São Paulo (mean age = 23.66; standard deviation = 6.61; 68% women). Factor analyses conducted on an initial 60-item pool yielded a unidimensional 20-item set, with items loading from moderate to high in a general factor of academic procrastination. Reliability found for the scale was .91 according to the alpha coeffi cient, and .93 according to omega, with a wide latent coverage, as suggested by the test information curve. The resulting instrument is available for research purposes in Brazil, and can be included in questionnaires of large-scale education assessments.
Validation of the Short Form of the Academic Procrastination Scale
Psychological Reports, 2016
The factor structure, internal consistency reliability, and convergent validity of the five-item Academic Procrastination Scale-Short Form was investigated on an ethnically diverse sample of college students. The results provided support for the Academic Procrastination Scale-Short Form as a unidimensional measure of academic procrastination, which possessed good internal consistency reliability in this sample of 282 students. The scale also demonstrated good convergent validity, with moderate to large correlations with both the Procrastination Assessment Scale-Students and the Tuckman Procrastination Scale. Implications of the results are discussed and recommendations for future work provided.
Examining the Differences in Procrastination Tendencies among University Students
The study explored the differences in procrastination behaviors among the students in terms of gender, academic courses, level of performance and level of academic self-efficacy. Responses were gathered from the 200 college students of Bulacan State University, Philippines. The hypothesized difference in procrastination scores were analyzed using independent samples t-test. Results revealed gender differences in procrastination where male students procrastinate more than the female students. Students with low perceived academic self-efficacy showed significantly higher procrastination scores than those with high self-efficacy. No significant difference in procrastination score was found when students were grouped according to type of academic course and level of performance.
Academic Procrastination of College Students
Jurnal Muara Ilmu Ekonomi dan Bisnis
Penundaan atau prokastinasi dapat diartikan sebagai kecenderungan menunda pengerjaan atau penyelesaian suatu tugas atau aktifitas. Ada banyak factor yang empengaruhi penundaan akademik seperti kecanduan internet, self – efficacy, manajemen waktu, motivasi dan stress. Salah satu dampak dari penundaan akademik adalah hasil akademik. Tujuan dari penelitian ini adalah untuk menganalisa factor yang mempengaruhi academic procrastination diantara mahasiswa di wilayah Cikarang – Bekasi. Peneliti menganalisa data yang didapatkan dari hasil 139 mahasiswa yang telah mengisi kuesioner menggunakan metode analisis jalur – PLS. Sampel yang digunakan dalam penelitian ini adalah mahasiswa angkatan 2016 – 2019. Hasil dari penelitian ini menunjukkan bahwa sebagian besar hipotesis yang diajukan diterima. Beberapa hipotesis menyatakan bahwa kecanduan internet tidak memiliki dampak yang signifikan terhadap manajemen waktu, kecanduan internet tidak memiliki dampak yang signifikan terhadap academic procras...
Finally!: The Development and Validation of the Academic Procrastination Scale
Academic procrastination is a unique outlet of procrastinatory tendencies, and refers to when students needlessly delay completing academic related tasks, such as working on projects and studying. It has been linked to lower grades, poorer well-being, higher levels of stress, and ultimately is a vital predictor of success in college. The utilization of a well-developed up-to-date scale could prove invaluable to academic programs wishing to identify students at a higher risk of displaying these behaviors. The Academic Procrastination Scale (APS) was developed via a multi-phase, comprehensive validation approach, and attempts to address this need. Specifically, this scale demonstrates superior psychometric properties, and predicts academic related outcomes, better than other currently available measures.
Index Developing and Modelling the Factors of Academic Procrastination among University Students
Malaysian Journal of Social Sciences and Humanities (MJSSH)
Procrastination is a very common and becomes a problem among students nowadays. Procrastination will give the negative effect on the learning style of students, resulting in their low achievements in performing tasks and examination of maybe it will cause failure in the examinations, resulting in anxiety and also depression next lowering in their morale. This study aims to develop an index of procrastination and to model the factors of procrastination among university students. The factors that have been considered in this study are self-esteem, lack of motivation, overconfidence and social problems. The sample of 203 students of year 1 and year 3 had been selected using the stratified sampling. In developing the index, the weightage is very important. The index developed has been categorized into 4 categories, Low Academic Procrastination (0.24 and below), Average Academic Procrastination (0.25 to 0.50), Above Average Academic Procrastination (0.51 to 0.75) and High Academic Procra...
Academic Procrastination among Male and Female University and College Students
2014
The present research is aimed to investigate the academic procrastination among male and female university and college students. Effect of some demographic variables like gender, age and education were also explored. Sample consisted of 200 students (100 college students and 100 university students) from different colleges and universities of Islamabad. Their age ranged between 16 to 27 years. Tuckman Procrastination Scale (TPS) (Tuckman, 1991) was used to collect data. Results indicate significant difference on demographic variables of age, gender and education. Specifically, a significant difference is found among males and females on academic procrastination. The results further show that college students tend to procrastinate more than university students. Moreover, there is a significant difference found on academic procrastination between students of age below and above 20 years.
Journal of Behavioural Sciences, 2018
The study was designed to investigate the prevalence and reasons for academic procrastination in public university students. The sample consisted of 200 university students including 155 women and 45 men students from social and natural sciences departments. Academic procrastination and reasons for it were measured by Procrastination Assessment Scale for Students (Solomon & Rothblum, 1984a). Backward linear regression analysis has shown that risk taking, task aversiveness, and decision-making were significant predictors (reasons) for academic procrastination while task aversiveness being strongest predictor with medium level coefficient of regression. It was also revealed that academic procrastination prevails at all three levels of education (MSc, MPhil and PhD). Task aversiveness, time management, laziness, rebellion against control, decision making, and lack of assertion were more common reasons in students of social sciences than natural sciences as shown by significant differences. Overall task aversiveness, fear of failure, dependency, decision making and risk taking were common reasons for indulging into academic procrastination.
Procrastination in University Students: A Proposal of a Theoretical Model
Behavioral Sciences
Procrastination is a phenomenon that affects university students and consists of not finishing a task or finishing it late, which has a direct impact on their academic performance. This is relevant because, in a context of high competition, higher education institutions and their decision-makers need to be aware of the factors that influence university students’ procrastination in order to implement actions that favor student attraction and retention. Based on the above, this research aims to propose a theoretical model of procrastination in university students, based on the literature review and content validation assessment through a semi-structured questionnaire. The proposed model is made up of nine dimensions: Psychological, Physiological, Social, Academic, Leisure, Time Management, Resources, Labor, and Environmental. Dimensions were obtained based on adequate levels of content validity provided by the literature and the questionnaire. In the future, the research proposes to s...