Students’ ability to effectively allocate time toward educational tasks and reduction of maladaptive behaviors such as procrastination are important predictors of successful educational outcomes. The Academic Time Management and Procrastination Measure (ATMPM) purports to measure the extent to which students engage in such behaviors; however, the psychometric properties of the ATMPM have only been explored with exploratory techniques. In addition, the extent to which measurement invariance is supported among first-generation college students (FGCS) and non-FGCS is unknown. The purpose of the present study was to (1) examine the factor structure of the ATMPM within a college population by employing confirmatory factor analysis and to (2) investigate measurement invariance through an application of multiple group confirmatory factor analysis (MGCFA). Results supported a three-factor solution (planning time, monitoring time, and procrastination), and invariance analyses supported full configural, metric, and scalar invariance.

学生有效地为教育任务分配时间和减少拖延等适应不良行为的能力是成功教育成果的重要预测因素。学术时间管理和拖延措施 (ATMPM) 旨在衡量学生参与此类行为的程度；然而，ATMPM 的心理测量特性仅通过探索性技术进行了探索。此外，第一代大学生 (FGCS) 和非 FGCS 支持测量不变性的程度尚不清楚。本研究的目的是 (1) 通过采用验证性因子分析来检查大学人口中 ATMPM 的因子结构，以及 (2) 通过应用多组验证性因子分析 (MGCFA) 调查测量不变性。