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Propiedades Psicométricas de la Versión en Español de la Prueba Procrastination Assessment Scale-Students, PASS

 

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Opened Access Propiedades Psicométricas de la Versión en Español de la Prueba Procrastination Assessment Scale-Students, PASS
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Título alternativo: Psychometric Properties of the Spanish Version of the Test Procrastination Assessment Scale-Students, PASS
Author: Garzón Umerenkova, Angélica
Gil Flores, Javier
Department: Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación
Date: 2017
Published in: Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 1 (43), 149-163.
Document type: Article
Abstract: Se analizan las características psicométricas de la versión española de la prueba Procrastination Assessment Scale-Students (PASS), adaptada para el alumnado universitario colombiano. Se exploran la validez de contenido y constructo, mediante el mod...
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This paper analyze the psychometric properties of the Spanish version of the test Procrastination Assessment Scale-Students (PASS) applied to college students in Colombia. The content and construct validity through Rasch model, the factorial validity through factor analysis of reasons to procrastinate and the discriminant validity over the analysis of the relationship with time management and grades was researched. Also, the test reliability, lenght of Likert scale and differential item functioning (DIF) was analyzed. The sample was 494 college students from nine different programs. The results indicate that the data fits the model adequately, has good values of reliability, the DIF was not found in any items, the Likert scale could be reduced from five to four categories, and five factors explained the reasons to procrastinate. Negative and significant correlations between procrastination and time management and grades was obtained.
Cite: Garzón Umerenkova, A. y Gil Flores, J. (2017). Propiedades Psicométricas de la Versión en Español de la Prueba Procrastination Assessment Scale-Students, PASS. Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 1 (43), 149-163.
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URI: https://hdl.handle.net/11441/69461

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