设拉子医科大学学生样本中拖延评估量表-学生版（PASS）的心理测量特性
Psychometric Properties of the Procrastination Assessment Scale-Student (PASS) in a Student Sample of Sabzevar University of Medical Sciences.
作者信息
Mortazavi Forough, Mortazavi Saideh S, Khosrorad Razieh
机构信息
Department of Education, Development Center, Sabzevar University of Medical Sciences, Sabzevar, IR Iran.
Department of Chemistry, University of Texas at El Paso (UTEP), Texas, USA.
出版信息
Iran Red Crescent Med J. 2015 Sep 24;17(9):e28328. doi: 10.5812/ircmj.28328. eCollection 2015 Sep.
BACKGROUND
Procrastination is a common behavior which affects different aspects of life. The procrastination assessment scale-student (PASS) evaluates academic procrastination apropos its frequency and reasons.
OBJECTIVES
The aims of the present study were to translate, culturally adapt, and validate the Farsi version of the PASS in a sample of Iranian medical students.
PATIENTS AND METHODS
In this cross-sectional study, the PASS was translated into Farsi through the forward-backward method, and its content validity was thereafter assessed by a panel of 10 experts. The Farsi version of the PASS was subsequently distributed among 423 medical students. The internal reliability of the PASS was assessed using Cronbach's alpha. An exploratory factor analysis (EFA) was conducted on 18 items and then 28 items of the scale to find new models. The construct validity of the scale was assessed using both EFA and confirmatory factor analysis. The predictive validity of the scale was evaluated by calculating the correlation between the academic procrastination scores and the students' average scores in the previous semester.
RESULTS
The corresponding reliability of the first and second parts of the scale was 0.781 and 0.861. An EFA on 18 items of the scale found 4 factors which jointly explained 53.2% of variances: The model was marginally acceptable (root mean square error of approximation [RMSEA] =0.098, standardized root mean square residual [SRMR] =0.076, χ(2) /df =4.8, comparative fit index [CFI] =0.83). An EFA on 28 items of the scale found 4 factors which altogether explained 42.62% of variances: The model was acceptable (RMSEA =0.07, SRMR =0.07, χ(2)/df =2.8, incremental fit index =0.90, CFI =0.90). There was a negative correlation between the procrastination scores and the students' average scores (r = -0.131, P =0.02).
CONCLUSIONS
The Farsi version of the PASS is a valid and reliable tool to measure academic procrastination in Iranian undergraduate medical students.
背景
拖延是一种常见行为，会影响生活的各个方面。学生拖延评估量表（PASS）从频率和原因方面评估学业拖延情况。
目的
本研究旨在对伊朗医学生样本进行学生拖延评估量表（PASS）波斯语版本的翻译、文化调适及验证。
患者与方法
在这项横断面研究中，通过前后翻译法将PASS翻译成波斯语，随后由10名专家组成的小组评估其内容效度。PASS的波斯语版本随后分发给423名医学生。使用克朗巴哈系数评估PASS的内部信度。对量表的18个项目然后是28个项目进行探索性因子分析（EFA）以寻找新模型。使用EFA和验证性因子分析评估量表的结构效度。通过计算学业拖延分数与学生上一学期平均成绩之间的相关性来评估量表的预测效度。
结果
量表第一部分和第二部分的相应信度分别为0.781和0.861。对量表的18个项目进行EFA发现4个因子，共同解释了53.2%的方差：该模型勉强可以接受（近似均方根误差[RMSEA]=0.098，标准化均方根残差[SRMR]=0.076，χ(2)/df =4.8，比较拟合指数[CFI]=0.83）。对量表的28个项目进行EFA发现4个因子，共解释了42.62%的方差：该模型可以接受（RMSEA =0.07，SRMR =0.07，χ(2)/df =2.8，增值拟合指数 =0.90，CFI =0.90）。拖延分数与学生平均成绩之间存在负相关（r = -0.131，P =0.02）。
结论
PASS的波斯语版本是测量伊朗本科医学生学业拖延的有效且可靠的工具。
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