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Procrastination Scale
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About Procrastination Scale
Scale Name
Procrastination Scale
Author Details
Carolyn Lay
Translation Availability
Not Sure
Background/Description
The Procrastination Scale developed by Carolyn Lay in 1986 was specifically designed to assess procrastination tendencies in students. Comprised of 20 statements (10 reverse-scored), it taps into various dimensions of procrastination, including time management, anxiety, and task aversion. Notably, it aimed to be a unidimensional scale, meaning it measures procrastination as a single, overarching construct.
Lay designed the scale following established psychometric principles, ensuring its reliability and validity through multiple studies. This included factor analysis to refine the items and confirm the single-factor structure. The resulting Procrastination Scale (Lay, 1986) has become a widely used tool in both research and academic settings, helping to understand and quantify procrastination among students, making it a valuable asset in addressing this prevalent challenge.
Administration, Scoring and Interpretation
Instructions:
- Present the 20 statements to the participants, either on paper or electronically.
- Explain that the statements describe how people might approach tasks and deadlines.
- Ask participants to rate how characteristic each statement is of them using a 5-point Likert scale: 1 (Very Uncharacteristic) to 5 (Very Characteristic).
- Emphasize that there are no right or wrong answers and encourage honest responses.
Scoring:
- Sum the scores for all 20 items.
- For reverse-scored items (numbers 3, 4, 6, 13, 16, 19), subtract the score from 6 before adding it to the total.
- Higher scores indicate a greater tendency towards procrastination.
Considerations:
- Ensure the participants understand the instructions and the rating scale.
- Maintain confidentiality and anonymity when collecting responses.
- Interpret scores within the context of other information about the participants and their situation.
- Consider using standardized norms or cut-off scores to compare individual results to broader populations, but remember that these are just general indicators.
Reliability and Validity
The Procrastination Scale (Lay, 1986) has been extensively studied and demonstrates good reliability and validity, making it a reliable tool for assessing procrastination tendencies in students. Here’s a breakdown of its strengths and limitations:
- Internal consistency: Several studies have reported high Cronbach’s alpha values (typically above 0.80), indicating strong internal consistency. This means the items on the scale all measure the same underlying construct of procrastination.
- Test-retest reliability: The scale shows moderate to high test-retest reliability, meaning scores remain relatively stable over time when individuals retake the scale after a period (typically, weeks or months).
- Content validity: The items on the scale clearly relate to different aspects of procrastination, such as time management, anxiety, and task aversion, aligning with the intended construct.
- Criterion validity: The scale correlates positively with other measures of procrastination and with relevant variables like academic performance and stress levels, supporting its validity.
- Construct validity: While originally intended as a unidimensional scale, some studies have suggested a multidimensional structure, with factors reflecting specific aspects of procrastination. This raises questions about the single-factor interpretation but doesn’t necessarily negate the scale’s usefulness.
Limitations:
- Sample bias: Most studies using the scale have focused on student populations, limiting its generalizability to other demographics.
- Single-factor interpretation: The debate about the scale’s underlying structure requires further research to clarify its dimensionality.
- Self-report bias: Individual participants’ responses may be influenced by biases such as social desirability, impacting the accuracy of scores.
Available Versions
20-Items
Reference
Lay, C. H. (1986). At last, my research article on procrastination. Journal of research in personality, 20(4), 474-495.
Important Link
Scale File:
Frequently Asked Questions
What does the Procrastination Scale (Lay, 1986) measure?
The Procrastination Scale (Lay, 1986) assesses procrastination tendencies in students, focusing on aspects like time management, anxiety, and task aversion. It provides a single score reflecting an individual’s overall proneness to procrastination.
How is the scale administered?
Participants rate 20 statements on a 5-point scale (Very Uncharacteristic to Very Characteristic) based on how well each describes their approach to tasks and deadlines. Scoring involves summing the item scores, with some reverse-scored items requiring subtraction before adding.
Is the scale reliable and valid?
Yes, the Procrastination Scale shows good reliability (internal consistency and test-retest) and validity (content, criterion, and construct). However, some research suggests a multidimensional structure, raising questions about the single-factor interpretation.
Who can use the scale?
The scale is primarily designed for student populations, but with caution, it can be used with other demographics. Researchers, academic advisors, and mental health professionals often use it to understand and address procrastination.
Are there any limitations to the scale?
Yes, limitations include potential sample bias for students, ongoing debate about its single-factor structure, and the inherent limitations of self-report measures like potential bias in responses.
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