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Background <p>Academic procrastination, defined as the intentional delay of important tasks, is a frequent phenomenon among university students and is associated with low performance, stress, and anxiety. The Tuckman Academic Procrastination Scale (TPS) is a widely used psychometric tool to assess this behavior. Although it has been validated in several countries, there is no empirical evidence regarding its validity and reliability in the Ecuadorian context, which limits its use for assessment and intervention.</p> Objective <p>To psychometrically validate the Ecuadorian version of the TPS (TPS-E) in university students, assessing its factor structure, reliability, and cultural adequacy for measuring academic procrastination.</p> Methods <p>An instrumental design was used with a non-probabilistic sample of 1,007 students (39.9% women; M<sub>age</sub> = 21.88; SD = 3.69) from a private Ecuadorian university. The Spanish adaptation (<i>Argentinean</i>) was linguistically reviewed and applied using a 16-item Likert-type scale. Confirmatory Factor Analysis (CFA) with the DWLS estimator on a polychoric correlation matrix was conducted, evaluating CFI, RMSEA, and SRMR indices. Internal consistency was estimated using Cronbach’s alpha and McDonald’s omega.</p> Results <p>The initial unidimensional model (16 items) showed acceptable fit (CFI = 0.975; RMSEA = 0.078; SRMR = 0.061), but item 16 presented a very low factor loading (0.050; <i>p</i> = 0.231). After removing it, the 15-item model showed improved fit (CFI = 0.980; RMSEA = 0.055; SRMR = 0.057) and all factor loadings exceeded 0.500, except for item 7 (0.084; <i>p</i> = 0.033), which was retained for theoretical relevance. Internal consistency was high (α = 0.87; ω = 0.88; CR = 0.89; AVE = 0.62).</p> Conclusion <p>The 15-item TPS-E showed adequate psychometric properties in Ecuadorian university students, being a reliable and valid instrument for assessing academic procrastination in this context. Its use in research and intervention is recommended, and future adaptations should explore convergent validity and potential cultural differences affecting specific items.</p>

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Psychometric properties of the Tuckman Academic Procrastination Scale (TPS) in university students from Ecuador

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月10日

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  • Jessica Vanessa Quito Calle,
  • Alejandro César Cosentino,
  • Luis Ernesto Quito Calle,
  • Lauro Esteban Cañizares Abril,
  • Andrés Ramírez

摘要

Background

Academic procrastination, defined as the intentional delay of important tasks, is a frequent phenomenon among university students and is associated with low performance, stress, and anxiety. The Tuckman Academic Procrastination Scale (TPS) is a widely used psychometric tool to assess this behavior. Although it has been validated in several countries, there is no empirical evidence regarding its validity and reliability in the Ecuadorian context, which limits its use for assessment and intervention.

Objective

To psychometrically validate the Ecuadorian version of the TPS (TPS-E) in university students, assessing its factor structure, reliability, and cultural adequacy for measuring academic procrastination.

Methods

An instrumental design was used with a non-probabilistic sample of 1,007 students (39.9% women; Mage = 21.88; SD = 3.69) from a private Ecuadorian university. The Spanish adaptation (Argentinean) was linguistically reviewed and applied using a 16-item Likert-type scale. Confirmatory Factor Analysis (CFA) with the DWLS estimator on a polychoric correlation matrix was conducted, evaluating CFI, RMSEA, and SRMR indices. Internal consistency was estimated using Cronbach’s alpha and McDonald’s omega.

Results

The initial unidimensional model (16 items) showed acceptable fit (CFI = 0.975; RMSEA = 0.078; SRMR = 0.061), but item 16 presented a very low factor loading (0.050; p = 0.231). After removing it, the 15-item model showed improved fit (CFI = 0.980; RMSEA = 0.055; SRMR = 0.057) and all factor loadings exceeded 0.500, except for item 7 (0.084; p = 0.033), which was retained for theoretical relevance. Internal consistency was high (α = 0.87; ω = 0.88; CR = 0.89; AVE = 0.62).

Conclusion

The 15-item TPS-E showed adequate psychometric properties in Ecuadorian university students, being a reliable and valid instrument for assessing academic procrastination in this context. Its use in research and intervention is recommended, and future adaptations should explore convergent validity and potential cultural differences affecting specific items.