Spanish Version of the Bedtime Procrastination Scale: Cross-Cultural Adaptation and Psychometric Evaluation in a Sample of Nursing Students.

A recent line of research concerns bedtime procrastination, its effects on sleep quality and duration, and the associated repercussions for health and wellbeing. The Bedtime Procrastination Scale is a brief, self-report instrument developed by Kroese et al. with the aim of evaluating this behavior and exploring its association with insufficient sleep, and hence with health. The aim was to develop and validate a Spanish version of the Bedtime Procrastination Scale (BPS-Sp) and to examine the relationship between bedtime procrastination and both general procrastination and self-control. The original BPS was translated from English into Spanish in accordance with international guidelines on the cross-cultural adaptation of measurement instruments. The sample for the validation study comprised 177 nursing students who completed a questionnaire requesting demographic data and which included the following instruments: the newly developed BPS-Sp, the Tuckman Procrastination Scale, and the Brief Self-Control Scale. Statistical analysis involved tests of normality (Kolmogorov-Smirnov), reliability (Cronbach's alpha, test-retest), construct validity, and confirmatory factor analysis. Scores on the BPS-Sp showed excellent internal consistency (α = .83) and temporal stability (test-retest r = .84), as well as significant correlations with general procrastination (r = .26; p < .01) and self-control (r = -.17; p < .05). Confirmatory factor analysis showed an adequate fit for the single-factor solution proposed by Kroese et al. The results suggest that the BPS-Sp is a valid and reliable instrument for assessing bedtime procrastination in the Spanish-speaking population.

The suicidal behaviors questionnaire-revised. Spanish form.

This study consists of a translation, intercultural adaptation and analysis of the psychometric properties of the Spanish version of Suicide Behavior Questionnaire Revised using a sample of 325 undergraduates. Internal consistency, reliability and temporal stability, calculated through Cronbach's alpha (α =.81) and test-retest correlations (ICC =. 88), respectively, were excellent. The criterion-related validity of the SBQ-R was established by correlating SBQ-R with other psychological constructs. A confirmatory factor analysis demonstrated adequate fit of the measurement model. This SBQ-R Spanish adaptation is a reliable and valid tool that might be useful to researchers and clinicians wishing to identify young people at a high risk of suicide.

Procrastinación académica en estudiantes de enfermería. Adaptación española de la Academic Procrastination Scale-Short Form (APS-SF) / Academic procrastination in nursing students. Spanish adaptation of the Academic Procrastination Scale-Short Form (APS-SF)

OBJETIVO: El objetivo de este trabajo fue realizar la traducción y adaptación al español de la Escala breve de procrastinación académica (APS-SF) de McClosky/Yockey y determinar sus propiedades psicométricas preliminares de validez y fiabilidad en una muestra de estudiantes de enfermería. MÉTODO: Participaron en el estudio 178 estudiantes de enfermería, 143 mujeres y 35 hombres, que respondieron un cuestionario anónimo y autoadministrado, que contenía datos demográficos, la APS-SF y la escala de procrastinación de Tuckman. RESULTADOS: Se obtuvo un coeficiente alfa de Cronbach de consistencia interna de 0,87 y un coeficiente test-retest a 2semanas de 0,89. La correlación entre las 2escalas administradas fue de 0,70. En el análisis factorial confirmatorio se observa un ajuste adecuado al modelo unifactorial propuesto para la versión original de la escala. No aparecen efectos suelo o techo significativos en las puntuaciones de la APS-SF. DISCUSIÓN: Los resultados del estudio permiten considerar que la versión española de la APS-SF es un instrumento válido y fiable, que por sus características puede ser de utilidad para evaluar de forma rápida las conductas rocrastinadoras relacionadas con las actividades académicas de los estudiantes de habla hispana

AIM: The aim of this paper was the translation and adaptation to Spanish of the Academic Procrastination Scale-Short Form of McClosky / Yockey, and to determine its preliminary psychometric properties of validity and reliability in a sample of nursing students. METHOD: 178 nursing students, 143 female and 35 male, participated in the study. They answered an anonymous and self-administered questionnaire, which contained demographic data, the Academic Procrastination Scale-Short Form (APS-SF) and the Tuckman Procrastination Scale (TPS). RESULTS: A Cronbach's alpha coefficient of 0.87 and a two-week test-retest coefficient of 0.89 was obtained. The correlation between the 2administered scales was 0.70. The confirmatory factor analysis shows a suitable fit to the unifactorial model proposed for the original version of the scale. No significant floor or ceiling effects were observed in the APS-SF scores. DISCUSSION: The results of the study seem to confirm that the Spanish version of the Brief Scale of Academic Procrastination is a valid and reliable instrument, which, due to its characteristics, can be useful to quickly evaluate procrastinating behaviours related to the academic activities of Spanish-speaking students

Relación de la procrastinación académica con la competencia percibida, el afrontamiento, la autoestima y la autoeficacia en estudiantes de enfermería / Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students

OBJETIVO: El objetivo de este trabajo fue estudiar el papel que pueden presentar, como factores protectores de la procrastinación académica de los estudiantes de enfermería, la competencia percibida, el afrontamiento resiliente, la autoestima y la autoeficacia. MÉTODO: Participaron en el estudio 237 estudiantes de enfermería, 202 mujeres y 35 hombres. Los participantes respondieron un cuestionario que contenía las formas españolas de los siguientes instrumentos: Escala de Procrastinación de Tuckman (TPS), Escala de Competencia Personal Percibida (PPC), Escala Breve de Afrontamiento Resiliente (BRCS), Escala de Autoestima de Rosenberg (RSES) y Escala de Autoeficacia General (GSE). RESULTADOS: Se obtuvieron coeficientes de correlación negativos y significativos (p < 0,01) entre la escala de procrastinación y el resto de medidas utilizadas. El análisis de regresión lineal identificó la competencia percibida (PPC) como la única variable predictora de la conducta procrastinadora, explicando un 21,5% (R2aj) de la varianza. DISCUSIÓN: Los resultados del estudio ponen en evidencia el importante papel protector que las variables asociadas a la psicología «positiva» tienen sobre las conductas procrastinadoras. Especial relevancia para la teoría y la práctica de la docencia es el resultado que indica el papel predictor de la competencia percibida sobre la procrastinación académica de los estudiantes

OBJECTIVE: The aim of this study was to study the role that perceived competence, resilient coping, self-esteem and self-efficacy can have as protective factors of the academic procrastination of nursing students. METHOD: Participants were 237 nursing students, 202 women and 35 men. The participants answered a questionnaire that contained the Spanish forms of the following instruments: Tuckman Procrastination Scale (TPS), Perceived Personal Competence Scale (PPC), Brief Resilient Coping Scale (BRCS), Rosenberg Self-Esteem Scale (RSES) and General Self-Efficacy Scale (GSE). RESULTS: Significant and negative correlation coefficients (p<.01) were obtained between the procrastination scale and the rest of the measures used. The linear regression analysis identified Perceived Competence (PPC) as the only predictive variable of procrastinating behaviour, explaining 21.5% (R2aj) of the variance. DISCUSSION: The results of the study show the important protective role that the variables associated with 'positive' psychology have on procrastination. Of special relevance for the theory and practice of teaching is the result that indicates the predictive role of Perceived Competence on the academic procrastination of students

Procrastinación y salud / Procrastination and health

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Procrastinación académica y riesgo de conducta suicida en jóvenes universitarios: el papel de la regulación emocional / Academic procrastination and risk of suicidal behavior in university students: The role of emotional regulation

ANTECEDENTES Y OBJETIVO: El suicidio es la primera causa de muerte evitable entre los jóvenes de 15 a 24 años. El objetivo de este estudio fue conocer la prevalencia de la conducta suicida (CS) en estudiantes universitarios, analizar la relación entre la regulación emocional (RE), la procrastinación académica (PA) y la CS, y si la RE podría actuar como una variable moduladora entre ambas. MATERIALES Y MÉTODOS: Estudio observacional transversal con una muestra incidental de 350 estudiantes universitarios de 21.13 años (DT = 6,15) de edad, rango entre los 17 y 28 años, que participaron voluntariamente respondiendo las escalas de procrastinación académica de Tuckman, de conducta suicida revisada (SBQR) y la Subescala de regulación emocional percibida. RESULTADOS: Un 16.3% de los estudiantes presentaba riesgo de CS. Se observaron correlaciones positivas entre la PA y la CS, y negativas entre la RE, la CS y la PA. Los sujetos que presentaban altos valores en RE mostraban menor CS y PA. Las mujeres presentaban mayores niveles de RE. Los análisis de regresión descartaron el posible efecto moderador de la RE entre la PA y la CS, aunque ambas variables (PA y RE) mantenían una relación directa, pero no interactiva con la CS. CONCLUSIONES: La CS presenta una alta incidencia. La RE y la PA tienen un efecto directo sobre la CS. La RE parece ejercer un papel protector de la CS y de la PA. Se propone diseñar programas de aprendizaje centrados en la RE en el ámbito sanitario y educativo

BACKGROUND AND OBJECTIVE: Suicide is the leading preventable cause of death among young people aged 15-24. The aim of this study was to calculate the prevalence of suicidal behavior (SB) in university students, to study the relationship between emotion regulation (ER), academic procrastination (AP) and SB, and analyze whether the ER could act as a modulating variable of the SB. MATERIALS AND METHODS: A cross-sectional observational study was conducted with an incidental sample of 350 university students of 21.13 years (SD = 6.15) of age and with a range between 17 and 28 years who voluntarily participated in the study. The students answered the Trait Meta Mood Scale-24 perceived emotional regulation subscale, the Tuckman Academic Procrastination Scale and the revised Suicidal Behavior Scale. RESULTS: Sixteen point three percent of the students presented risk of BS. Positive correlations were observed between AP and SB, and negative between ER, SB and AP. Subjects with high ER values showed lower levels of SB and AP. The regression analyses performed discarded the possible moderating effect of ER on AP and BS, although both variables (AP and ER) had a direct but non-interactive relationship with SB. CONCLUSIONS: High incidence of BS among university students was observed. Both ER and AP have a direct effect on SB. ER seems to play a protective role against SB and PA. Emotion regulation learning programs could be designed to promote health and improve education

Academic procrastination in nursing students. Spanish adaptation of the Academic Procrastination Scale-Short Form (APS-SF). / Procrastinación académica en estudiantes de enfermería. Adaptación española de la Academic Procrastination Scale-Short Form (APS-SF).

AIM: The aim of this paper was the translation and adaptation to Spanish of the Academic Procrastination Scale-Short Form of McClosky / Yockey, and to determine its preliminary psychometric properties of validity and reliability in a sample of nursing students. METHOD: 178 nursing students, 143 female and 35 male, participated in the study. They answered an anonymous and self-administered questionnaire, which contained demographic data, the Academic Procrastination Scale-Short Form (APS-SF) and the Tuckman Procrastination Scale (TPS). RESULTS: A Cronbach's alpha coefficient of 0.87 and a two-week test-retest coefficient of 0.89 was obtained. The correlation between the 2administered scales was 0.70. The confirmatory factor analysis shows a suitable fit to the unifactorial model proposed for the original version of the scale. No significant floor or ceiling effects were observed in the APS-SF scores. DISCUSSION: The results of the study seem to confirm that the Spanish version of the Brief Scale of Academic Procrastination is a valid and reliable instrument, which, due to its characteristics, can be useful to quickly evaluate procrastinating behaviours related to the academic activities of Spanish-speaking students.

Relationship of academic procrastination with perceived competence, coping, self-esteem and self-efficacy in nursing students. / Relación de la procrastinación académica con la competencia percibida, el afrontamiento, la autoestima y la autoeficacia en estudiantes de enfermería.

OBJECTIVE: The aim of this study was to study the role that perceived competence, resilient coping, self-esteem and self-efficacy can have as protective factors of the academic procrastination of nursing students. METHOD: Participants were 237 nursing students, 202 women and 35 men. The participants answered a questionnaire that contained the Spanish forms of the following instruments: Tuckman Procrastination Scale (TPS), Perceived Personal Competence Scale (PPC), Brief Resilient Coping Scale (BRCS), Rosenberg Self-Esteem Scale (RSES) and General Self-Efficacy Scale (GSE). RESULTS: Significant and negative correlation coefficients (p<.01) were obtained between the procrastination scale and the rest of the measures used. The linear regression analysis identified Perceived Competence (PPC) as the only predictive variable of procrastinating behaviour, explaining 21.5% (R2aj) of the variance. DISCUSSION: The results of the study show the important protective role that the variables associated with 'positive' psychology have on procrastination. Of special relevance for the theory and practice of teaching is the result that indicates the predictive role of Perceived Competence on the academic procrastination of students.

Diseño y validación de un instrumento para medir actitudes machistas, violencia y estereotipos en adolescentes / Design and validation of a tool to measure sexist attitudes, violence and stereotypes among adolescents

OBJETIVO: diseño y validación psicométrica de un instrumento para evaluar las actitudes machistas, violencia y estereotipos en adolescentes. MÉTODO: a partir de las consideraciones teóricas se construyó un banco de ítems preliminares que fue sometido a la consideración de un panel de expertos, para garantizar la validez de contenido. El cuestionario formado por los 26 ítems se administró a una muestra de estudiantes de Educación Secundaria, junto con instrumentos que permitían medir: doble moral, bienestar subjetivo, autoestima y resiliencia. Para medir la consistencia interna (fiabilidad) de la escala se utilizó el coeficiente alfa de Cronbach. La validez de constructo se evaluó mediante un análisis factorial exploratorio. La tabulación y análisis de los datos se realizó con el programa SPSS 21.0. RESULTADOS: la muestra estuvo formada por 283 estudiantes (174 mujeres y 109 hombres), con una media de edad (DE) de 16,68 (0,85). La escala definitiva, EVAMVE, formada por 20 ítems, presentó un coeficiente alfa de Cronbach de 0,878 (IC95% 0,860-0,895) y correlaciones positivas y significativas (p< 0,05) con las medidas de: doble moral, bienestar subjetivo y resiliencia. EVAMVE presentó correlación positiva con la medida de la autoestima, pero no fue significativa. CONCLUSIONES: la escala presenta propiedades satisfactorias de fiabilidad y validez, que permite su uso en la identificación de actitudes machistas, violentas y estereotipos en la población adolescente, y la diferenciación de los diferentes componentes del fenómeno. Se considera que este instrumento puede ser útil en la evaluación de actividades orientadas a la prevención de la violencia de género en dicha población

OBJECTIVE: the design and psychometric validation of a tool to evaluate sexist attitudes, violence and stereotypes among adolescents. METHOD: based on theoretical considerations, a preliminary bank of items was built and then submitted to a panel of experts for consideration, in order to guarantee the validity of its contents. The questionnaire including these 26 items was administered to a sample of High School students, together with tools that allowed to measure: double standards, subjective wellbeing, self-esteem and resilience. Cronbach's Alpha Coefficient was used in order to measure the internal consistency (reliability) of the scale. Construct validity was evaluated through exploratory factor analysis. Tabulation and data analysis was conducted with the SPSS 21.0 program. RESULTS: the sample included 283 students (174 women and 109 men), with 16.68 (0.85) as mean age (SD). The final 20-item scale, EVAMVE, presented a Cronbach's Alpha Coefficient of 0.878 (CI 95% 0,860-0,895) and positive and significant correlations (p< 0.05) with the following measures: double standards, subjective wellbeing and resilience. EVAMVE showed positive correlation with the self-esteem measure, but this was not significant. CONCLUSIONS: the scale presents satisfactory features of reliability and validity, allowing its use for detecting sexist and violent attitudes and stereotypes among the adolescent population, as well as the differentiation of their different components. It is considered that this tool might be useful for assessing activities targeted to prevention of gender violence in said population