ArticleBMC psychology2026
Academic Procrastination Scale-Short (APS-S): psychometric validation of the Spanish version in Honduran undergraduate students.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAcademic procrastination is a common self-regulatory failure among university students, negatively affecting academic performance and psychological well-being. Despite its relevance, there is a lack of validated tools to assess this construct in Central American contexts. This study evaluated the psychometric properties of the Academic Procrastination Scale – Short (APS-S) in Honduran undergraduate students.
methodsA total of 791 university students participated in a cross-sectional survey. After excluding 34 cases flagged as insufficient effort/careless responding (IE/C), the final analytic sample comprised 757 students. The psychometric evaluation included confirmatory factor analysis, internal consistency estimates (Cronbach’s alpha and McDonald’s omega), item-level analysis, differential item functioning (DIF), and associations with external variables (self-esteem, conscientiousness, sex, and age).
resultsThe APS-S demonstrated a unidimensional structure with excellent fit in the congeneric model. Factor loadings were high and homogenous, and internal consistency was strong (α = 0.85; ω = 0.85). No substantial DIF was found across sex or age. The scale showed significant associations with self-esteem and, particularly, conscientiousness. The detection and exclusion of IE/C responses enhanced the internal validity of the findings, with prevalence rates of IE/C aligning with prior studies.
conclusionsThe APS-S is a reliable and valid instrument for measuring academic procrastination in Honduran university students. Its application may support future research and inform tailored interventions. This study contributes to the growing body of cross-cultural validation literature and highlights the importance of addressing response biases in self-report assessments.
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