Development and Psychometric Analysis of the Brief Inventory of Academic Procrastination

Abstract

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.

Academic Self-efficacy and its Relationship to Academic Competitiveness, Academic Procrastination, and Cognitive Flexibility among Undergraduate Students

“…It is defined as a form of self-regulatory failure, where one delays an intended course of action despite expecting to be worse off for the delay (Steel, 2007). It is also non-strategic procrastination of commitments, which means a delay in initiating or completing actions or decisions related to academic activities (Geara et al, 2019). It is intentional procrastination of academic assignments that must be completed on time, such as tests, research, or university requirements (Schraw et al, 2007).…”

“…This inventory aims to measure academic procrastination among university students, as developed by (Geara et al, 2019). It is a self-report inventory consisting of 20 items, (1-10) negative items are given scores (1, 2, 3, 4, 5), while (11-20) positive items are given scores (5, 4, 3, 2, 1), and the participant's score on the scale ranges from (20 to100).…”

Uses of Facebook and academic procrastination in general studies students at a Peruvian university

“…Its definition originally dates back to the work done by Busko (1998, cited by Chan-Balazar, 2011, as an irrational tendency to delay the start of a task, postponing it until the last moment or exceeding the established time limit; wasting time or avoiding its performance (Garzón-Umerenkova & Gil-Flores, 2017b). Accordingly, people who procrastinate enter into an active process, in which they decide to abandon the responsibilities assigned to them by involving themselves in activities that offer requirements that are closer to them (Chan-Balazar, 2011; Pardo-Bolivar, Perilla-Ballesteros & Salinas-Ramírez, 2014), which certainly means a subjective discomfort, accompanied by certain instability in their way of living (Geara, Nunes, Hauck-Filho & Teixeira, 2019).…”

Psychometric Properties of the Academic Procrastination Scale (APS) in Brazil

“…Finally, the Brief Inventory of Academic Procrastination (Geara et al, 2019) is a unidimensional measure that assesses academic procrastination behaviors. The measure consists of 20 items.…”