Construction and Standardization of the Academic Procrastination Questionnaire in Students
Keywords:
Academic procrastination, students, grounded theory, psychometricsAbstract
This study aimed to construct and psychometrically validate an academic procrastination questionnaire for university students. A sequential exploratory mixed-methods design was employed. In the qualitative phase, 15 University of Tehran students who scored high on the Solomon and Rothblum Academic Procrastination Scale were selected through theoretical sampling and interviewed using a semi-structured protocol. Data were analyzed using grounded theory and the Strauss and Corbin coding paradigm. In the quantitative phase, 320 students from various academic levels were selected through convenience sampling. A 52-item researcher-made questionnaire based on qualitative findings was administered. Data analysis using SPSS-26 and SmartPLS-4 included assessment of internal consistency, convergent and discriminant validity, indicator loadings, and structural model fit. Results demonstrated strong psychometric properties for the developed questionnaire, with a Cronbach’s alpha of 0.88 and AVE values above 0.50 for all subscales. Model fit indices were favorable (GOF=0.46, SRMR=0.076, NFI=0.93). Structural equation modeling revealed that causal factors exerted the strongest effect on the core category, and most structural paths were statistically significant, supporting the validity of the conceptual model. The developed questionnaire is a reliable and valid tool for assessing academic procrastination among students and can be effectively used by psychologists and academic counselors for diagnostic and intervention purposes.
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Copyright (c) 2025 Flora Jenabi (Author); Narges Babakhani (Corresponding author); Simin Bashardoust (Author)
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