摘要：Öz Academic Procrastination is quite common among students particularly those at the university level. It is believed, students cannot show their real performances in learning processes and they fail because of procrastination behaviors. In this context, the present study was intended to construct and validate the innovative scale to measure the academic procrastination of university students. The development and validation process was carried out in different steps. Three hundred twenty two students were selected via convenient sampling technique for carrying out the factor analysis. The results of exploratory factor analysis verified that academic procrastination can be decomposed into four factors viz: time management; task aversiveness; sincerity; personal initiative. Furthermore, investigator found evidence for convergent validity, showing that dimensions viz: time management, task aversiveness, sincerity and personal initiative were positively correlated with total score of academic procrastination scale. The internal consistency indices, alpha coefficient (0.889) is adequate for the entire academic procrastination scale. So finally results revealed that the scale possesses adequate psychometric properties. Hence it could be considered the self-administered scale assessing academic procrastination among university students.
其他摘要：Academic Procrastination is quite common among students particularly those at the university level. It is believed, students cannot show their real performances in learning processes and they fail because of procrastination behaviors. In this context, the present study was intended to construct and validate the innovative scale to measure the academic procrastination of university students. The development and validation process was carried out in different steps. Three hundred twenty two students were selected via convenient sampling technique for carrying out the factor analysis. The results of exploratory factor analysis verified that academic procrastination can be decomposed into four factors viz: time management, task aversiveness, sincerity, personal initiative. Furthermore, investigator found evidence for convergent validity, showing that dimensions viz: time management, task aversiveness, sincerity and personal initiative were positively correlated with total score of academic procrastination scale. The internal consistency indices, alpha coefficient (0.889) is adequate for the entire academic procrastination scale. So finally results revealed that the scale possesses adequate psychometric properties. Hence it could be considered the self-administered scale assessing academic procrastination among university students.
关键词：Academic procrastination; time management; task aversiveness; sincerity; personal initiative
