The Development and Concurrent Validity of the Procrastination Scale

Tuckman, Bruce W.

doi:10.1177/0013164491512022

Cited by 472 publications

(390 citation statements)

References 3 publications

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“…Several investigators have examined the relationship between self-efficacy and procrastination. For example, Ferrari et al (1992) and Tuckman (1991) have found an inverse relationship between self-efficacy belief and academic procrastination among college students. In line with the belief that self-efficacy plays a role in task initiation and task persistence, in the present study we expected that nonprocrastinators will have a stronger self-efficacy belief than passive procrastinators.…”

Section: Self-efficacymentioning

confidence: 99%

Rethinking Procrastination: Positive Effects of "Active" Procrastination Behavior on Attitudes and Performance

Chu

Choi

2005

The Journal of Social Psychology

411

140

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ABSTRACT. Researchers and practitioners have long regarded procrastination as a selfhandicapping and dysfunctional behavior. In the present study, the authors proposed that not all procrastination behaviors either are harmful or lead to negative consequences. Specifically, the authors differentiated two types of procrastinators: passive procrastinators versus active procrastinators. Passive procrastinators are procrastinators in the traditional sense. They are paralyzed by their indecision to act and fail to complete tasks on time. In contrast, active procrastinators are a "positive" type of procrastinator. They prefer to work under pressure, and they make deliberate decisions to procrastinate. The present results showed that although active procrastinators procrastinate to the same degree as passive procrastinators, they are more similar to nonprocrastinators than to passive procrastinators in terms of purposive use of time, control of time, self-efficacy belief, coping styles, and outcomes including academic performance. The present findings offer a more sophisticated understanding of procrastination behavior and indicate a need to reevaluate its implications for outcomes of individuals.

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Section: Self-efficacymentioning

confidence: 99%

Rethinking Procrastination: Positive Effects of "Active" Procrastination Behavior on Attitudes and Performance

Chu

Choi

2005

The Journal of Social Psychology

411

140

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“…Sin embargo hay que considerar que existen diversos instrumentos de autorreporte para la evaluación de la procrastinación, académica y no académica, tales como la Escala de Procrastinación (Tuckman, 1991), la Escala de Procrastinación Pura (Steel, 2010), la Escala General de Procrastinación (Lay, 1986) o la Escala de Decisión de Procrastinación (Mann, 1982citado por Díaz-Morales, Ferrari, Díaz, & Argumedo, 2006, entre otros. Sin embrago, a pesar de su potencial como predictores del rendimiento académico, la mayoría de estos instrumentos no han sido adaptados al español, ni en poblaciones estudiantiles latinoamericanas.…”

Section: Introductionunclassified

Propiedades Psicométricas de la Versión en Español de la Prueba Procrastination Assessment Scale-Students (PASS)

Umerenkova¹,

Flores²

2017

RIDEP

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ResumenSe analizan las características psicométricas de la versión española de la prueba Procrastination Assessment Scale-Students (PASS), adaptada para el alumnado universitario colombiano. Se exploran la validez de contenido y constructo, mediante el modelo Rasch; la validez factorial, identificando los factores subyacentes a las razones para procrastinar, y la validez discriminante, mediante el análisis de la relación con las variables gestión del tiempo y calificaciones académicas. También se analizan la confiabilidad, la longitud de la escala y el comportamiento diferencial de los ítems (DIF). La muestra estuvo constituida por 494 universitarios de nueve carreras. Los resultados indican un buen ajuste al modelo Rasch, valores adecuados de confiabilidad, ítems sin funcionamiento diferencial, la posibilidad de reducción de la escala Likert a cuatro posibilidades de respuesta y el hallazgo de cinco factores que dan cuenta de la razones para procastinar. Se obtuvieron correlaciones negativas y significativas entre la procrastinación y la gestión del tiempo y las calificaciones. Palabras clave: procrastinación académica, modelo Rasch, rendimiento académico AbstractThis paper analyze the psychometric properties of the Spanish version of the test Procrastination Assessment Scale-Students (PASS) applied to college students in Colombia. The content and construct validity through Rasch model, the factorial validity through factor analysis of reasons to procrastinate and the discriminant validity over the analysis of the relationship with time management and grades was researched. Also, the test reliability, lenght of Likert scale and differential item functioning (DIF) was analyzed. The sample was 494 college students from nine different programs. The results indicate that the data fits the model adequately, has good values of reliability, the DIF was not found in any items, the Likert scale could be reduced from five to four categories, and five factors explained the reasons to procrastinate. Negative and significant correlations between procrastination and time management and grades was obtained.

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“…Tuckman Procrastination Scale (Tuckman, 1991). The Tuckman Procrastination Scale consists of 16 items that assess the procrastination tendencies of college students.…”

Section: Instrumentsmentioning

confidence: 99%

Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

Lim

Low

Tan³

2017

Creativity. Theories – Research - Applications

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Procrastination has been found to negatively impact academic and job performance. However, little attention has been given to the effect of procrastination on creative performance. Moreover, past studies have mainly focused on the antecedent role of anxiety in procrastination. The impact of procrastination on anxiety is not clear, though literature has suggested that procrastination may induce anxiety. The primary question addressed in the present study is whether and how procrastination influences creativity. Some exceptional studies have indicated that procrastination allows incubation and hence is conducive to creativity. However, on the basis of the literature, we argued and hypothesized that procrastination may impair creativity through state anxiety. A total of 218 Malaysian undergraduate students were recruited via social networking sites and responded to a packet of online survey questionairres, including self-report of procrastination tendency, state and trait anxiety, and creativity. Results showed that procrastination was positively associated with state and trait anxiety and negatively correlated with creativity. A negative relationship was also observed between state and trait anxiety and creativity. In addition, mediation analysis supported our hypothesis that state anxiety mediates the relationship between procrastination and creativity after controlling for the effect of trait anxiety. Specifically, people tend to experience feeling anxious when they postpone task completion. The high level of anxiety, in turn, is negatively associated with creative performance. As a whole, the findings not only offer the first empirical evidence supportive of the detrimental effect of procrastination on creativity, but also reveal the underlying process. Future directions and limitations are also explored.

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The Development and Concurrent Validity of the Procrastination Scale

Cited by 472 publications

References 3 publications

Rethinking Procrastination: Positive Effects of "Active" Procrastination Behavior on Attitudes and Performance

Rethinking Procrastination: Positive Effects of "Active" Procrastination Behavior on Attitudes and Performance

Propiedades Psicométricas de la Versión en Español de la Prueba Procrastination Assessment Scale-Students (PASS)

Procrastination is Detrimental to Undergraduate Students’ Self-Rated Creativity: The Mediating Role of State Anxiety

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