TY - JOUR AB - Abstract. Procrastination is the irrational delay of an intended task and is common among students. A delay can only be defined as procrastination when it is voluntary, the action was intended but not implemented, and the delay is accompanied by subjective discomfort. Established scales of procrastination cover mainly behavioral aspects but have neglected the emotional aspect. This inaccuracy concerning the construct validity might entail misconceptions of procrastination. Accordingly, we developed and validated the Behavioral and Emotional Academic Procrastination Scale (BEPS), which covers all aspects of the definition of procrastination. The 6-item scale measuring self-reported academic procrastination was tested in three studies. Study 1 ( N = 239) evaluated the psychometric qualities of the BEPS, indicating good item characteristics and internal consistency. Study 2 ( N = 1,441) used confirmatory factor analysis and revealed two correlated factors: one covering the behavioral aspect and the other reflecting the emotional aspect. Measurement invariance was shown through longitudinal and multigroup confirmatory factor analyses. Study 3 ( N = 234) provided evidence for the scale’s convergent validity through correlations with established procrastination scales, self-efficacy, and neuroticism. The BEPS thus economically operationalizes all characteristics of academic procrastination and appears to be a reliable and valid self-report measure. AU - Bobe, Julia AU - Schnettler, Theresa AU - Scheunemann, Anne AU - Fries, Stefan AU - Bäulke, Lisa AU - Thies, Daniel O. AU - Dresel, Markus AU - Leutner, Detlev AU - Wirth, Joachim AU - Klingsieck, Katrin B. AU - Grunschel, Carola ID - 35415 JF - European Journal of Psychological Assessment KW - Applied Psychology SN - 1015-5759 TI - Delaying Academic Tasks and Feeling Bad About It ER - TY - JOUR AB - Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. AU - Golombek, Christiane AU - Klingsieck, Katrin B. AU - Scharlau, Ingrid ID - 28992 IS - 5 JF - European Journal of Psychological Assessment SN - 1015-5759 TI - Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale VL - 35 ER -