This study compared the psychometric properties of the Persian Academic Procrastination Scale (APS) and its short form (APS-S) among Iranian university students. Although both scales showed acceptable validity and reliability, the five-item APS-S demonstrated superior model fit, supporting its use as a more efficient measure of academic procrastination.
ABSTRACT
Considering the prevalence and negative effects of academic procrastination, it is important to have appropriate scales to measure it. This study examines the psychometric properties of the Academic Procrastination Scale (APS) and its short form (APS-S) among Iranian university students. The participants included 485 students (female: 70.3%) who voluntarily participated in this study by completing online questionnaires. Besides the common and good face and content validity specification of the Persian versions of the APS and the APS-S, construct validity and internal consistency reliability were examined for each scale separately. Although there were proper fit models, indices, and internal consistency reliability for the full-length and short form of the APS, the five-item APS-S had better fit indices. Finally, the investigations revealed that the APS-S, as recommended by the seminal version and other translations, is a better scale to assess academic procrastination among Iranian university students.