Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents

The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was form...

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Detalles Bibliográficos
Autores: Martín-Puga, M. Eva, Pelegrina, Santiago, Gómez-Pérez, M. Mar, Justicia-Galiano, M. José
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2022
País:España
Institución:Universidad de Jaén
Repositorio:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/1489
Acceso en línea:https://doi.org/10.1177/07342829221106538
https://hdl.handle.net/10953/1489
Access Level:acceso abierto
Palabra clave:Academic Procrastination Scale-Short Form
psychometrics properties
measurement invariance
children
adolescents
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spelling Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescentsMartín-Puga, M. EvaPelegrina, SantiagoGómez-Pérez, M. MarJusticia-Galiano, M. JoséAcademic Procrastination Scale-Short Formpsychometrics propertiesmeasurement invariancechildrenadolescentsThe objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.This work was supported by the MCIN/AEI/ 10.13039/501100011033 under Grant PID2020-120065GB-I00.SAGE202420242022info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://doi.org/10.1177/07342829221106538https://hdl.handle.net/10953/1489reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésJournal of Psychoeducational Assessment [2022]; [40,7]; [880-894]info:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/14892026-06-24T12:41:07Z
dc.title.none.fl_str_mv Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
title Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
spellingShingle Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
Martín-Puga, M. Eva
Academic Procrastination Scale-Short Form
psychometrics properties
measurement invariance
children
adolescents
title_short Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
title_full Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
title_fullStr Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
title_full_unstemmed Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
title_sort Psychometric properties and measurement invariance of the Academic Procrastination Scale-Short Form (APS-S) in Spanish children and adolescents
dc.creator.none.fl_str_mv Martín-Puga, M. Eva
Pelegrina, Santiago
Gómez-Pérez, M. Mar
Justicia-Galiano, M. José
author Martín-Puga, M. Eva
author_facet Martín-Puga, M. Eva
Pelegrina, Santiago
Gómez-Pérez, M. Mar
Justicia-Galiano, M. José
author_role author
author2 Pelegrina, Santiago
Gómez-Pérez, M. Mar
Justicia-Galiano, M. José
author2_role author
author
author
dc.subject.none.fl_str_mv Academic Procrastination Scale-Short Form
psychometrics properties
measurement invariance
children
adolescents
topic Academic Procrastination Scale-Short Form
psychometrics properties
measurement invariance
children
adolescents
description The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.
publishDate 2022
dc.date.none.fl_str_mv 2022
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1177/07342829221106538
https://hdl.handle.net/10953/1489
url https://doi.org/10.1177/07342829221106538
https://hdl.handle.net/10953/1489
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Psychoeducational Assessment [2022]; [40,7]; [880-894]
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SAGE
publisher.none.fl_str_mv SAGE
dc.source.none.fl_str_mv reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
instname:Universidad de Jaén
instname_str Universidad de Jaén
reponame_str RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
collection RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300719

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