Psychometric analysis of a purposeful delay scale in Peruvian college students
Main Article Content
Abstract
The objective of this research is to perform a psychometric analysis of the New Active Procrastination Scale (NAPS). The instrumental investigation included the participation of 472 students (66.1% women; Mage = 20,138) from three professional careers at a private university in Lima. The results show that the four-dimensional structure (preference for pressure, intentional decision, ability to meet deadlines, and outcome satisfaction) presents favorable evidence (proper adjustment indexes, items with moderate factorial loads and factorial simplicity). Furthermore, the bivariate association between the dimensions of the construct and the measures of academic burnout, depression and anxiety was significant (r> .20), although a subsequent hierarchical regression indicated that it only provides a significant variation to academic burnout (ΔR2> .10). Finally, the reliability coefficients were acceptable (> .70). In conclusion, the NAPS have favorable psychometric evidence in Peruvian college students.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
La RACC aplicará la licencia internacional de atribuciones comunes creativas (Reconocimiento 4.0 Internacional: https://creativecommons.org/licenses/by/4.0/).
Bajo esta licencia, se permite cualquier explotación de la obra, incluyendo la explotación con fines comerciales y la creación de obras derivadas, la distribución de las cuales también está permitida sin ninguna restricción. Esta licencia es una licencia libre según la Freedom Defined. La única condición es que siempre y en todos los casos se cite a los autores y a la fuente original de publicación (i.e., RACC). Esta licencia fue desarrollada para facilitar el acceso abierto, gratuito y libre a trabajos originales científicos y artísticos.
How to Cite
References
Abramowski, A. (2018). Is procrastination all that “bad”? A qualitative study of academic procrastination and self-worth in postgraduate university students. Journal of Prevention & Intervention in the Community, 46(2), 158-170. doi: 10.1080/10852352.2016.1198168
Asparouhov, T., & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438. doi: 10.1080/10705510903008204
Ato, M., López, J., & Benavente, A. (2013). Un sistema de clasificación de los diseños de investigación en psicología. Anales de Psicología, 29(3), 1038-1059. doi: 10.6018/analesps.29.3.178511
Cao, L. (2012). Examining ‘active’ procrastination from a self-regulated learning perspective. Educational Psychology, 32(4), 515-545. doi: 10.1080/01443410.2012.663722
Choi, J. N., & Moran, S. V. (2009). Why not procrastinate? Development and validation of a new active procrastination scale. The Journal of Social Psychology, 149(2), 195-211. doi: 10.3200/SOCP.149.2.195-212
Chowdhury, S. F., & Pychyl, T. A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. doi: 10.1016/j.paid.2017.08.016
Chu, A. H. C., & Choi, J. N. (2005). Rethinking procrastination: Positive effects of “active” procrastination behavior on attitudes and performance. The Journal of Social Psychology, 145(3), 245-264. doi: 10.3200/SOCP.145.3.245-264
Colegio de Psicólogos del Perú (2017). Código de ética y deontología. Recuperado de: https://www.cpsp.pe/documentos/marco_legal/codigo_de_etica_y_deontologia.pdf
Corkin, D. M., Yu, S. L., & Lindt, S. F. (2011). Comparing active delay and procrastination from a self-regulated learning perspective. Learning and Individual Differences, 21(5), 602-606. doi: 10.1016/j.lindif.2011.07.005
de Palo, V., Monacis, L., Miceli, S., Sinatra, M., & Di Nuovo, S. (2017). Decisional procrastination in academic settings: The role of metacognitions and learning strategies. Frontiers in Psychology, 8, 973. doi: 10.3389/fpsyg.2017.00973
Díaz-Morales, J. F. (2019). Procrastinación: Una Revisión de su Medida y sus Correlatos. Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica, 51(2), 43-59. doi: 10.21865/RIDEP51.2.04
Dominguez-Lara, S. (2016). Datos normativos de la Escala de Procrastinación Académica en estudiantes de psicología de Lima. Evaluar, 16(1), 20-30. doi: 10.35670/1667-4545.v16.n1.15715
Dominguez-Lara, S. (2017). Influencia de las estrategias cognitivas de regulación emocional sobre la ansiedad y depresión en universitarios: análisis preliminar. Salud Uninorte, 33(3), 315–321.
Dominguez-Lara, S. (2018). Propuesta de puntos de corte para cargas factoriales: una perspectiva de fiabilidad de constructo. Enfermería Clínica, 28(6), 401-402. doi: 10.1016/j.enfcli.2018.06.002
Dominguez-Lara, S., & Campos-Uscanga, Y. (2017). Influencia de la satisfacción con los estudios sobre la procrastinación académica en estudiantes de psicología: un estudio preliminar. Liberabit: Revista peruana de psicología, 23(1), 123-135. doi: 10.24265/liberabit.2017.v23n1.09
Dominguez-Lara, S., Fernández-Arata, M., Manrique-Millones, D., Alarcón-Parco, D., & Díaz-Peñaloza, M. (2018). Datos normativos de una escala de agotamiento emocional académico en estudiantes universitarios de psicología de Lima (Perú). Educación Médica, 19(3), 246-255. doi: 10.1016/j.edumed.2017.09.002
Dominguez-Lara, S., & Merino-Soto, C. (2018a). Estructura interna del BFI-10P y BFI-15P: un estudio complementario con enfoque CFA y ESEM. Revista Argentina de Ciencias del Comportamiento, 10(3), 22-34. doi: 10.32348/1852.4206.v10.n3.21037
Dominguez-Lara, S., & Merino-Soto, C. (2018b). Evaluación de las malas especificaciones en modelos de ecuaciones estructurales. Revista Argentina de Ciencias del Comportamiento, 10(2), 19-24. doi: 10.30882/1852.4206.v10.n2.19595
Fernie, B. A., Bharucha, Z., Nikcevic, A. V., Marino, C., & Spada, M. M. (2017). A metacognitive model of procrastination. Journal of Affective Disorders, 210, 196-203. doi: 10.1016/j.jad.2016.12.042
Ferrari, J. R. (2010). Still procrastinating? The no-regrets guide to getting it done. Hoboken, New Jersey: Wiley
Fleming, J., & Merino, C. (2005). Medidas de simplicidad y ajuste factorial: Un enfoque para la construcción y revisión de escalas derivadas factorialmente. Revista de Psicología, 23(2), 252-266. doi: 10.18800/psico.200502.002
Fontana, S. (2011). Estudio preliminar de las propiedades psicométricas de la escala de desgaste emocional para estudiantes universitarios. Revista Argentina de Ciencias del Comportamiento, 3(2), 44-48. doi: 10.32348/1852.4206.v3.n2.5227
Gjersing, L., Caplehorn, J. R., & Clausen, T. (2010). Cross-cultural adaptation of research instruments: language, setting, time and statistical considerations. BMC Medical Research Methodology, 10, 13. doi:10.1186/1471-2288-10-13
González-Brignardello, M. P., & Sánchez-Elvira-Paniagua, A. (2013). ¿Puede amortiguar el engagement los efectos nocivos de la procrastinación académica? Acción Psicológica, 10(1), 115-134. doi: 10.5944/ap.10.1.7039
Gouveia, V. V., Pessoa, V. S., Coutinho, M. L., Barros, I. C. S., & Fonseca, A. A. (2014). Escala de procrastinação ativa: evidências de validade fatorial e consistência interna. Psico-USF, 19(2), 345-354. doi: 10.1590/1413-82712014019002008
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers: A latent profile analysis. Learning and Individual Differences, 23, 225-233. doi: 10.1016/j.lindif.2012.09.014
Habelrih, E. A., & Hicks, R. E. (2015). Psychological well-being and its relationships with active and passive procrastination. International Journal of Psychological Studies, 7(3), 25-34. doi: 10.5539/ijps.v7n3p25
Hensley, L. C. (2014). Reconsidering active procrastination: Relations to motivation and achievement in college anatomy. Learning and Individual Differences, 36, 157-164. doi: 10.1016/j.lindif.2014.10.012
Kim, S., Fernández, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154-157. doi: 10.1016/j.paid.2016.12.021
Kim, E., & Seo, E. H. (2013). The relationship of flow and self-regulated learning to active procrastination. Social Behavior and Personality: An International Journal, 41(7), 1099-1113. doi: 10.2224/sbp.2013.41.7.1099
Kim, K. R., & Seo, E. H. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. doi: 10.1016/j.paid.2015.02.038
Klein, E. M., Beutel, M. E., Müller, K. W., Wölfling, K., Brähler, E., & Zenger, M. (2019). Dimensionality and Measurement Invariance of the General Procrastination Scale – Screening (GPS-S) in a Representative Sample. European Journal of Psychological Assessment, 35(5), 633-640. doi: 10.1027/1015-5759/a000441
Kroenke, K., Spitzer, R., & Williams, J. (2003). The Patient Health Questionnarie-2: Validity of Two-item Depression Screener. Medical Care, 41(11), 1284-1292. doi: 10.1097/01.MLR.0000093487.78664.3C
Kroenke, K., Spitzer R., Williams, J., Monahan, P., & Lowe, B. (2007). Anxiety disorders in primary care: prevalence, impairment, comorbidity, and detection. Annals of Internal Medicine, 146(5), 317-325. doi: 10.7326/0003-4819-146-5-200703060-00004
Liu, W., Pan, Y., Luo, X., Wang, L., & Pang, W. (2017). Active procrastination and creative ideation: The mediating role of creative self-efficacy. Personality and Individual Differences, 119, 227-229. doi: 10.1016/j.paid.2017.07.033
Mohammadipour, M., & Rahmati, F. (2016). The predictive role of social adjustment, academic procrastination and academic hope in the high school students’ academic burnout. Iranian Journal of Educational Sociology, 1(1), 35-45.
Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los test: segunda edición. Psicothema, 25(2), 151-157. doi: 10.7334/psicothema2013.24
Moreta-Herrera, R., Durán-Rodríguez, T., & Villegas-Villacrés, N. (2018). Regulación Emocional y Rendimiento como predictores de la Procrastinación Académica en estudiantes universitarios. Journal of Psychology and Education, 13(2), 155-166, doi: 10.23923/rpye2018.01.166
Muthén, L. K., & Muthén, B. O. (1998-2015). Mplus User’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
Pendergast, L. L., von der Embse, N., Kilgus, S. P., & Eklund, K. R. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60, 65-82. doi: 10.1016/j.jsp.2016.11.002
Pérez-Gil, J. A., Moscoso, S. C., & Rodríguez, R. M. (2000). Validez de constructo: el uso de análisis factorial exploratorio-confirmatorio para obtener evidencias de validez. Psicothema, 12(2), 442-446.
Pinxten, M., De Laet, T., Van Soom, C., Peeters, C., & Langie, G. (2019). Purposeful delay and academic achievement. A critical review of the Active Procrastination Scale. Learning and Individual Differences, 73, 42-51. doi: 10.1016/j.lindif.2019.04.010
Przepiórka, A., Błachnio, A., & Siu, N. Y. F. (2019). The relationships between self-efficacy, self-control, chronotype, procrastination and sleep problems in young adults. Chronobiology international, 36(8), 1025-1035. doi: 10.1080/07420528.2019.1607370
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016). Applying bifactor statistical indices in the evaluation of psychological measures. Journal of Personality Assessment, 98(3), 223-237. doi: 10.1080/00223891.2015.1089249
Sanecka, E. (2022). Psychopathy and procrastination: Triarchic conceptualization of psychopathy and its relations to active and passive procrastination. Current Psychology, 41(2), 863-876. doi: 10.1007/s12144-020-00604-8
Saris, W. E., Satorra, A., & van der Veld, W. M. (2009). Testing structural equation modeling or detection of misspecifications? Structural Equation Modeling, 16(4), 561-582. doi: 10.1080/10705510903203433
Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality: An International Journal, 41(5), 777-786. doi: 10.2224/sbp.2013.41.5.777
Steel, P., & Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinator’s characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51(1), 36-46. doi: 10.1111/ap.12173
Sundaramoorthy, J. (2018). Self-regulated learning strategies of active procrastinating pre-university students. Electronic Journal of Research in Educational Psychology, 16(45), 325-343. doi: 10.25115/ejrep.v16i45.2096
van Eerde, W., & Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. doi: 10.1016/j.edurev.2018.09.002
Watkins, M. W. (2018). Exploratory factor analysis: A guide to best practice. Journal of Black Psychology, 44(3), 219-246. doi: 10.1177/0095798418771807
Wessel, J., Bradley, G. L., & Hood, M. (2019). Comparing effects of active and passive procrastination: A field study of behavioral delay. Personality and Individual Differences, 139, 152-157. doi: 10.1016/j.paid.2018.11.020
West, S. G., Taylor, A. B., & Wu, W. (2012). Model fit and model selection in structural equation modeling. In R. H. Hoyle (Ed.), Handbook of Structural Equation Modeling (pp. 209-231). New York, NY: Guilford.
Zhou, M. (2019). The role of personality traits and need for cognition in active procrastination. Acta Psychologica, 199, 102883. doi: 10.1016/j.actpsy.2019.102883
Zhou, M. (2020). Gender differences in procrastination: The role of personality traits. Current Psychology, 39(4), 1445-1453. doi: 10.1007/s12144-018-9851-5