Academic Procrastination Scale--Student Form

Milgram, Norman A.; Mey-Tal, Gil; Levison, Yuval

doi:10.1037/t14469-000

Cited by 4 publications

(3 citation statements)

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“…For example, Solomon and Rothblum (1984) defined procrastination as "the act of needlessly delaying tasks to the point of experiencing subjective discomfort" (p. 503). Milgram (1991) described this emotional companion of procrastination as a state of emotional upset. Ellis and Knaus (1977) used the wording of negative emotions.…”

Section: Conceptualizing Procrastinationmentioning

confidence: 99%

Delaying Academic Tasks and Feeling Bad About It

Bobe

Schnettler

Scheunemann

et al. 2024

European Journal of Psychological Assessment

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Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure.

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Section: Conceptualizing Procrastinationmentioning

confidence: 99%

Delaying Academic Tasks and Feeling Bad About It

Bobe

Schnettler

Scheunemann

et al. 2024

European Journal of Psychological Assessment

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show abstract

“…Este término se relaciona con el hábito de posponer las tareas académicas hasta el último momento, mientras que en la vida diaria se refiere a la dificultad de programar y completar tareas importantes de forma repetitiva y en tiempo y forma (Lay, 1986). Milgram (1991) atribuye este comportamiento a una incapacidad para tomar decisiones en una o varias áreas, identificar prioridades, establecer una planificación y seguirla, lo que se define como un estilo de vida que genera ansiedad. Es así que, la procrastinación académica es conocida como el aplazamiento voluntario de una acción relacionada con el plan de estudios previsto, a pesar de ser consciente de que esta demora puede empeorar la situación (Pereira & Pinheiro, 2021).…”

Section: Introductionunclassified

El optimismo y la procrastinación académica en los estudiantes universitarios

Chaquinga,

Mejía Rubio

2023

LATAM

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La vida universitaria implica desafíos y cambios que requieren habilidades adaptativas y recursos positivos. Los estudiantes optimistas suelen experimentar niveles más bajos de estrés, cansancio emocional y depresión, sin embargo, la procrastinación académica, se caracteriza por posponer tareas importantes, puede afectar el rendimiento académico y el bienestar de los estudiantes. Por lo tanto, el objetivo principal de este estudio fue determinar la relación entre el optimismo y la procrastinación académica en estudiantes universitarios. Para abordar esta investigación, se utilizó un enfoque cuantitativo de tipo descriptivo, correlacional y comparativo, empleando un diseño no experimental de corte transversal. La muestra consistió en 357 estudiantes universitarios de una Institución de Educación Superior de la ciudad de Ambato, con edades comprendidas entre los 18 y los 30 años. Se utilizó un método de muestreo no probabilístico por conveniencia para seleccionar a los participantes. Los instrumentos utilizados en este estudio incluyeron el Life Orientation Test Revised (Lot-R) (Scheier et al., 1994), la Escala de Procrastinación Académica (Busko, 1998) y un cuestionario sociodemográfico. Los resultados obtenidos revelaron una correlación inversa leve entre la postergación académica y el optimismo (Rho=-0.301, p<0.01). Además, se encontró una relación directa entre la autorregulación académica y el optimismo (Rho=0.345, p<0.01). No se encontraron diferencias significativas en cuanto al nivel de optimismo en función del sexo de los participantes (t (257) =1.33, p>0.05). Se concluye que los estudiantes universitarios que presentan mayores niveles de procrastinación académica tienden a tener niveles más bajos de optimismo.

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“…Consequently, there exists a misalignment between planned and executed behaviors (Yaraş, 2021). Characteristics of procrastination include delaying tasks perceived as significant, holding tasks off until the last moment when they ought to be completed on time, not investing enough effort into tasks, and feeling overwhelmed by these situations (Milgram, 1991). Procrastination can occasionally offer short-term benefits to individuals.…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Academic Procrastination, General Procrastination and Patience: A Study on University Students

BAHAT

2023

Sosyal Bilimler Ve Eğitim Dergisi

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This research aims to reveal the nature of the relationship among university students' general procrastination, academic procrastination, and patience behaviors. In the study, the Academic Procrastination Scale (APS) and General Procrastination Scale (GPS) developed by Çakıcı (2003), the University Students' Patience Tendency Scale (USPTS) developed by Çeliköz and Gül (2018), and the "Personal Information Form" developed by the researcher were used. The data obtained were analyzed using SPSS 27.0 software. First, a normality analysis was applied, followed by the t-Test and One-Way Analysis of Variance (ANOVA). A correlational design was used in the research to determine the relationship among university students' general procrastination, academic procrastination, and patience behaviors; for the purpose of determining the effect of the patience variable on general and academic procrastination, a multiple regression analysis was used. A moderate (r=0.616), significant, and strong relationship was found between university students' general procrastination behaviors and academic procrastination behaviors. A negative relationship was identified between patience behaviors and both general and academic procrastination behaviors. The multiple linear regression analysis showed that academic procrastination behavior (β= -227) had a more pronounced effect in predicting patience behavior than general procrastination behavior (β= -.155). The research found significant differences in general procrastination, academic procrastination, and patience behaviors based on the participants' gender, the university they attend, family income level, and their field of study; while similarities were identified based on age and class level.

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Academic Procrastination Scale--Student Form

Cited by 4 publications

References 0 publications

Delaying Academic Tasks and Feeling Bad About It

Delaying Academic Tasks and Feeling Bad About It

El optimismo y la procrastinación académica en los estudiantes universitarios

The Relationship Between Academic Procrastination, General Procrastination and Patience: A Study on University Students

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