Behavioral and Emotional Academic Procrastination Scale: Reliability, Validity, and Normative Values.

Grunschel, C.; Wloch, L.; Gadosey, C. K.; Mülbe, S. von der; Bäulke, L.; Daumiller, M.; & Dresel, M.

Abstract

The Behavioral and Emotional Procrastination Scale (Bobe et al., 2022) measures the general frequency of behavioral and emotional components of academic procrastination. We used a representatively stratified sample of students based on demographic data from the Federal Statistical Office (2021) to provide extended evidence for the scale’s reliability and validity of test score interpretation and generate normative values. Our quota sample consisted of 890 students. We addressed deviations from the population with weighting factors. We found evidence for the reliability of the subscales delay and subjective discomfort, the assumed factorial structure, and measurement invariance regarding gender, field of study, type of university, and study phase. Motivational costs were significantly positively related to delay, and delay and subjective discomfort were significantly associated with academic performance and study satisfaction. The normative values quantify the extent of the components of academic procrastination to support researchers and practitioners in helping students overcome them.