Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale

Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened stude...

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Autores: González Brignardello, Marcela Paz, Sánchez-Elvira Paniagua, Ángeles
Formato: artículo
Fecha de publicación:2023
País:España
Recursos:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/25434
Acesso em linha:https://hdl.handle.net/20.500.14468/25434
Access Level:acceso abierto
Palavra-chave:61 Psicología
academic procrastination
dimensionality
self-regulation of learning
cross-validation
SEM
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spelling Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale González Brignardello, Marcela Paz Sánchez-Elvira Paniagua, Ángeles 61 Psicología academic procrastination dimensionality self-regulation of learning cross-validation SEM Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions. MDPI https://hdl.handle.net/20.500.14468/25434
title Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
spellingShingle Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
González Brignardello, Marcela Paz
61 Psicología
academic procrastination
dimensionality
self-regulation of learning
cross-validation
SEM
title_short Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
title_full Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
title_fullStr Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
title_full_unstemmed Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
title_sort Dimensional Structure of MAPS-15: Validation of the Multidimensional Academic Procrastination Scale
author González Brignardello, Marcela Paz
author_facet González Brignardello, Marcela Paz
Sánchez-Elvira Paniagua, Ángeles
author_role author
author2 Sánchez-Elvira Paniagua, Ángeles
author2_role author
topic 61 Psicología
academic procrastination
dimensionality
self-regulation of learning
cross-validation
SEM
topic_facet 61 Psicología
academic procrastination
dimensionality
self-regulation of learning
cross-validation
SEM
description Academic procrastination is a complex behavior that hampers the cyclical process of self-regulation in learning, impeding the flow of actions necessary to achieve the goals and sub-goals that students have set out to attain. It has a high frequency of occurrence and has been linked to lessened student performance and a decrease in psychological and physical well-being. The objective of this study is to analyze the psychometric characteristics of a new academic procrastination scale MAPS-15 (Multidimensional Academic Procrastination Scale) applicable in self-regulated learning environments through a cross-validation study (exploratory factor analysis and confirmatory factor analysis). The sample consisted of 1289 students from a distance/online university, with a wide age range and sociocultural variability. The students completed self-reported online questionnaires on two dates: during the university access and adaptation phase and before the first period of compulsory exams. One-, two- and three-factor structures were tested as well as a second-order structure. The results support a three-dimensional structure of MAPS-15: core procrastination, a pure dimension of procrastinating behavior and difficulty in carrying out the action; poor time management, a dimension related to time organization and perceived control over time; and work disconnection, a dimension conceptually related to lack of persistence, and work interruptions.
publishDate 2023
format article
url https://hdl.handle.net/20.500.14468/25434
language eng
eu_rights_str_mv openAccess
publisher MDPI
institution Universidad Nacional de Educación a Distancia
collection e-spacio. Repositorio Institucional de la UNED
reponame_str e-spacio. Repositorio Institucional de la UNED
instname_str Universidad Nacional de Educación a Distancia
_version_ 1878440508988063744
publishDateSort 2023
author_browse González Brignardello, Marcela Paz
Sánchez-Elvira Paniagua, Ángeles
publisherStr MDPI
score 6,924472

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