Delaying Academic Tasks and Feeling Bad About It

IF 3.2 3区心理学 Q2 PSYCHOLOGY, APPLIED

European Journal of Psychological Assessment Pub Date : 2022-09-13 DOI:10.1027/1015-5759/a000728

Julia Bobe, Theresa Schnettler, Anne Scheunemann, Stefan Fries, L. Bäulke, Daniel O. Thies, M. Dresel, D. Leutner, Joachim Wirth, Katrin B. Klingsieck, C. Grunschel

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引用次数: 1

Abstract

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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拖延学术任务并为此感到难过

摘要拖延症是指不合理地拖延预定的任务，在学生中很常见。延迟只能被定义为拖延，当它是自愿的，行动是有意的，但没有实施，延迟伴随着主观的不适。现有的拖延量表主要涵盖行为方面，而忽略了情绪方面。这种关于构念效度的不准确可能导致对拖延症的误解。因此，我们开发并验证了行为与情感学业拖延量表(BEPS)，该量表涵盖了拖延症定义的各个方面。在三项研究中测试了自我报告的学业拖延症的六项量表。研究1 (N = 239)评估了BEPS的心理测量质量，表明项目特征和内部一致性良好。研究2 (N = 1441)采用验证性因子分析，揭示了两个相关因素:一个覆盖行为方面，另一个反映情绪方面。通过纵向和多组验证性因子分析显示测量不变性。研究3 (N = 234)通过与现有拖延量表、自我效能和神经质的相关性，为该量表的收敛效度提供了证据。因此，BEPS经济地操作了学业拖延的所有特征，似乎是一个可靠和有效的自我报告测量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychological Assessment PSYCHOLOGY, APPLIED-

CiteScore

6.40

自引率

4.00%

发文量

期刊介绍： The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.