The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.

目的是检查学术拖延量表短表（APS-S）的因子结构以及跨性别和教育水平的测量不变性，以确定跨性别、教育水平和年级的拖延可能存在的差异。样本由 1486 名 7 至 19 岁的西班牙中小学生组成。单因素模型提供了足够的拟合。标量和部分标量不变性分别通过性别和教育水平实现。中学生的内部一致性好且略高于小学生。获得了适度的收敛效度。APS-S 分数与数学焦虑呈弱但显着的相关性。拖延分数随着年级的增加而增加，男性的拖延得分明显高于女性。西班牙 APS-S 显示出足够的信度和效度分数，可以成为检查儿童和青少年学业拖延的有用工具。