Background: Academic procrastination has been an important debate in recent years, and many researchers see it as a bad habit (Chase, 2003) and also a behavioral problem that many adults experience it in their daily activities (Johansen and Carton, 1999). Objective: The main purpose of this research ...
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Background: Academic procrastination has been an important debate in recent years, and many researchers see it as a bad habit (Chase, 2003) and also a behavioral problem that many adults experience it in their daily activities (Johansen and Carton, 1999). Objective: The main purpose of this research was to examine the psychometric properties of academic procrastination test. Method: 247 (142 females and 105 males) students of Payame Noor University of Ahvaz were selected using randomly multi-stage cluster sampling method. Results: A factor analysis, using the principal components analysis (vaimax rotation) resulted in three factors that consisted of 61/11% of variance. Cronbach's Alpha reliability coeffients (internal consistency) were satisfactory for the whole scale was ./85 (first factor: 0/77 , second: 0/6 & third factor: 0/70. Factor analysis showed that constructed test combined from 3 factor (deliberating procrastination, Physical-mental causing procrastination, and procrastination causing without programming. Validity of this test obtained through relation between Tuckman (1991) questionnaire with constructed test (0/ 35). Conclusion: It can be concluded that the academic procrastination test has a good reliability and validity, and is a useful instrument to assess students' academic procrastination.