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Educational and Psychological Measurement
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The Development and Concurrent Validity of the Procrastination Scale

Bruce W. Tuckman

Florida State University

The purpose of this study was to develop a self-report measure of procrastination tendencies and to investigate its relationship to a behavioral measure of procrastination and to a self-report measure of general self-efficacy. In a pilot study, the 72-item scale in a 4-point Likert-type response format was developed and administered to 50 college juniors and seniors. A factor analysis of the results yielded two factors which formed the basis for reducing the scale to 35 items with a resulting reliability of .90. The relationship between scores on the 35-item instrument and performance on a self-regulated performance task called the Voluntary Homework System (VHS) yielded a correlation of -.54, and a coefficient of -.47 was observed between the 35-item scale and the General Self-Efficacy Test (GSE; both correlations of p < .001). The correlation between GSE and VHS scores was .29 (p < .05). In a subsequent study of 183 college students, a factor analysis of scores on the 35-item scale yielded a single-factor structure and a condensed scale of 16 items with a reliability of .86. This shortened version of the procrastination scale was recommended for use as a means of detecting students who may tend to procrastinate in the completion of college requirements.

Educational and Psychological Measurement, Vol. 51, No. 2, 473-480 (1991)
DOI: 10.1177/0013164491512022
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