Factorial Invariance of the Academic Procrastination Scale (APS) in University Students From Ecuador, Venezuela, and Peru

Objective: Analyze the evidence of validity of scores of the Academic Procrastination Scale (APS), its measurement equivalence based on nationality, its reliability of the scores, and its validity in relation to other variables in university students from Ecuador, Venezuela, and Peru. Method: This paper involves a quantitative, descriptive, psychometric, and cross-sectional study. Participants: Seven hundred and sixty-two university students from Ecuador (n = 370), Peru (n = 202), and Venezuela (n = 190). Results: The two-factor oblique structure of the APS is confirmed. There is evidence of validity in the APS scores through its relationship with scores of other measures, such as Academic Self-Efficacy. It is identified that the APS has evidence of measurement invariance (strong) according to nationality, as well as adequate internal consistency in the scores of the items and discriminant validity. Conclusion: The scores of the APS are valid for analysis in university students from Ecuador, Peru, and Venezuela for the study of academic procrastination, showing resistance to the cultural variations of these three countries.