Psychometric Evaluation of Two Procrastination Measures in University Students: Irrational Procrastination Scale and Academic Procrastination Scale Short Form

Yupanqui-Lorenzo, Daniel E.; Arroyo-Pizarro, Pedro; Arauco-Lozada, Tania; Martinez-Arevalo, Andres R.; Becerra-Herrera, Wilson A.

doi:10.15517/ap.v39i139.62430

Autores

Daniel E. Yupanqui-Lorenzo Universidad de Ciencias y Humanidades Autor https://orcid.org/0000-0002-8977-2888
Pedro Arroyo-Pizarro Federico Villarreal National University Autor https://orcid.org/0000-0002-7587-1308
Tania Arauco-Lozada Universidad Nacional Agraria La Molina Autor https://orcid.org/0000-0002-6375-8260
Andres R. Martinez-Arevalo National University of San Marcos Autor https://orcid.org/0000-0002-9225-3536
Wilson A. Becerra-Herrera Universidad Autónoma del Perú Autor https://orcid.org/0000-0002-4703-8589

DOI:

https://doi.org/10.15517/ap.v39i139.62430

Palavras-chave:

irrational procrastination, academic procrastination, burnout, mindfulness, psychometric properties

Resumo

Objective. This study evaluated the psychometric properties of two procrastination scales: the Irrational Procrastination Scale (IPS) and the Academic Procrastination Scale-Short Form (APS-SF). Method. A total of 397 undergraduate students from Peru completed virtual questionnaires that included the IPS and APS-SF scales as well as assessments of academic burnout and mindfulness. Results. The IPS and the APS-SF have strong psychometric properties and unidimensional structures, indicating their effectiveness in assessing academic procrastination. Additionally, the instruments exhibited reliable internal consistency, as evidenced by consistent alpha and omega coefficients. Significant associations were identified between academic procrastination, burnout, and mindfulness. These findings significantly contribute to the comprehension and management of academic procrastination in the university context, establishing a solid foundation for future research and intervention strategies.

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