Academic procrastination has a significant influence on students’ lives, being related to several relevant variables, such as lower self-esteem, higher levels of academic anxiety, and fear of failure. The development and adaptation of reliable instruments help to assure a more in-depth study of academic procrastination. The present research aimed to adapt and assess evidence of validity and reliability of the scores of the Academic Procrastination Scale (APS) for a Brazilian sample (N = 1241). In Study 1, an exploratory factor analysis supported the unidimensional structure of the APS (25 items). In Study 2, the one-factor structure had an adequate model fit via confirmatory factor analysis. Also, through item response theory, the APS items showed adequate discrimination, difficulty, and level of information. The scores of the APS were also significantly correlated with the scores of the Tuckman Procrastination Scale, providing evidence of convergent validity.

学业拖延对学生的生活有显着影响，与几个相关变量有关，例如自尊心较低、学业焦虑程度较高和对失败的恐惧。可靠工具的开发和改编有助于确保对学术拖延进行更深入的研究。本研究旨在调整和评估巴西样本学术拖延量表（APS）分数的有效性和可靠性证据（N= 1241)。在研究 1 中，探索性因素分析支持 APS 的一维结构（25 个项目）。在研究 2 中，通过验证性因素分析，单因素结构具有足够的模型拟合。此外，通过项目反应理论，APS项目表现出足够的辨别力、难度和信息水平。APS 的分数也与 Tuckman 拖延量表的分数显着相关，提供了收敛效度的证据。