Purposeful delay and academic achievement. A critical review of the Active Procrastination Scale

The objective of the present study is threefold: (1) to corroborate the factor structure of the original APS instrument; (2) to empirically examine whether purposeful delay is associated with better achievement; and (3) to identify a subpopulation of students for whom purposefully delaying tasks is an effective strategy. Using a large sample of 1605 science and engineering students, exploratory factor analysis (EFA) supported a three-factor rather than a four-factor structure of the APS. Furthermore, results of the regression analyses showed no evidence for the beneficial effect of purposeful delay on student achievement. Finally, we were unable to identify a particular type of student for whom purposefully delaying tasks resulted in increased achievement. Critical considerations on the construct validity of the APS are discussed in greater detail.
Source: Learning and Individual Differences - Category: Psychiatry & Psychology Source Type: research