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Academic Procrastination Scale
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About Academic Procrastination Scale
Scale Name
Academic Procrastination Scale
Author Details
McCloskey, J. D., & Scielzo, S. A.
Translation Availability
Not Sure
Background/Description
The Academic Procrastination Scale (APS), developed by McCloskey and Scielzo, is designed to assess procrastination behaviors specifically within academic settings. Academic procrastination is a common issue among students, often affecting academic performance, stress levels, and overall well-being. The APS identifies tendencies to delay or postpone studying, completing assignments, and other academic-related tasks.
By highlighting these tendencies, the APS provides valuable insights into a student’s time management skills, motivation, and behavioral patterns related to academic tasks. This scale is widely used in educational research to study factors influencing academic procrastination and to develop interventions aimed at enhancing students’ productivity and task completion.
Administration, Scoring and Interpretation
- Briefly explain the purpose of the APS to participants, emphasizing its focus on identifying procrastination behaviors related to academic tasks.
- The APS is a self-report scale suitable for individual and group administration, either in person or online.
- Participants rate statements about their academic behaviors and attitudes toward task completion on a Likert scale, indicating the frequency or degree of procrastination.
- The scale assesses various aspects of academic procrastination, such as delaying assignments, preparing for exams, and engaging in academic responsibilities.
Reliability and Validity
The APS was developed by means of a pilot study and the SONA participant pool at the University of Texas at Arlington. Item analysis, ensuring that items were highly correlated with total test scores, was used as one criterion for item selection. The APS consists of 25 items and has exhibited a high reliability, α = .95. Using item discrimination indicators for item retention however, may have auto-inflated reliability to some extent. Nevertheless, reliability was extremely high. Further scale information will be provided throughout the results section. The APS was validated using 86 undergraduates consisting of diverse academic majors and years of college completion. Items were scored using a 5-point Likert-type scale where 1 indicates disagree with the item and 5 indicates agree with the item.
Available Versions
Multiple-Items
Reference
McCloskey, J., & Scielzo, S. A. (2015). Finally!: The development and validation of the academic procrastination scale. Manuscript submitted for publication.
McCloskey, J. D. (2011). Finally, my thesis on academic. The University of Texas at Arlington.
Important Link
Scale File:
Frequently Asked Questions
What does the APS measure?
The APS measures procrastination tendencies specific to academic tasks, such as studying and completing assignments.
Who can benefit from the APS?
Students, educators, psychologists, and academic counselors can use the APS to address academic procrastination and develop effective interventions.
How does the APS differ from other procrastination scales?
The APS is tailored specifically to academic settings, unlike general procrastination scales, which measure procrastination across various contexts.
Is the APS used for research purposes?
Yes, the APS is widely used in academic research to study procrastination’s impact on student performance and mental health.
Can APS results help in improving academic performance?
Identifying procrastination tendencies through the APS can lead to targeted interventions, which may enhance academic performance and reduce procrastination.
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