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Bobe J, Schnettler T, Scheunemann A, Fries S, Bäulke L, Thies DO, Dresel M, Leutner D, Wirth J, Klingsieck KB, Grunschel C. Delaying Academic Tasks and Feeling Bad About It. EUROPEAN JOURNAL OF PSYCHOLOGICAL ASSESSMENT 2022. [DOI: 10.1027/1015-5759/a000728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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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Affiliation(s)
- Julia Bobe
- Department of Psychology, Educational-Psychological Assessment and Intervention, Paderborn University, Germany
| | | | - Anne Scheunemann
- Department of Research on Learning and Instruction, Ruhr University Bochum, Germany
| | - Stefan Fries
- Department of Educational Psychology, Bielefeld University, Germany
| | - Lisa Bäulke
- Department of Psychology, University of Augsburg, Germany
| | - Daniel O. Thies
- Department of Research on Learning and Instruction, Ruhr University Bochum, Germany
| | - Markus Dresel
- Department of Psychology, University of Augsburg, Germany
| | - Detlev Leutner
- Department of Instructional Psychology, University of Duisburg-Essen, Germany
| | - Joachim Wirth
- Department of Research on Learning and Instruction, Ruhr University Bochum, Germany
| | - Katrin B. Klingsieck
- Department of Psychology, Educational-Psychological Assessment and Intervention, Paderborn University, Germany
| | - Carola Grunschel
- Department of Educational Psychology, University of Münster, Germany
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