Psychometric Assessment of Academic Procrastination (APE) and Academic Resilience Scales (ARS-30) among University Students in Quito, Ecuador
The psychometric properties of the Academic Procrastination (APS) and Academic Resilience Scales (ARS-30) were examined within an Ecuadorian university setting. The study sample included 788 students from both public and private universities in the Quito Metropolitan District (QMD). The study data w...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Costa Rica |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Idioma: | español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/42820 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/42820 |
| Access Level: | acceso abierto |
| Palabra clave: | Psychometrics Academic Procrastination Academic Resilience University Ecuador Psicometría Procrastinación académica Resiliencia académica Universidad |
| Sumario: | The psychometric properties of the Academic Procrastination (APS) and Academic Resilience Scales (ARS-30) were examined within an Ecuadorian university setting. The study sample included 788 students from both public and private universities in the Quito Metropolitan District (QMD). The study data was compiled from self-administered written questionnaires. Alternative measurement models were compared for each scale through Confirmatory Factor Analysis (CFA). The best data fit for the APS was attained from a bifactorial structure and the use of a reduced version of the assessment tool based on 12 items (χ² (53) = 234.61 [p < .001]; GFI = .953; AGFI = .931; IFI = .930; CFI = .930; RMSEA = .066). On the other hand, ARS-30 exhibits a trifactorial structure, with a higher psychometric measurement quality when using a 24-item cut version with re-specification (χ² (247) = 951.98 [p < .001]; GFI = .904; AGFI = .884; IFI = .904; CFI = .903; RMSEA = .060). The adjusted scales revealed satisfactory results in terms of internal consistency and nomological validity. The assessment tools and their proposed adaptations that were analyzed demonstrated acceptable levels of validity and reliability for measurement/ assessment of procrastination and academic resilience among Ecuador´s university students. |
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