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Procrastination Assessment Scale for Students
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About Procrastination Assessment Scale for Students
Scale Name
Procrastination Assessment Scale for Students
Author Details
Solomon, L., & Rothblum, E.
Translation Availability
Not Sure
Background/Description
The Procrastination Assessment Scale for Students (PASS), developed by Solomon and Rothblum (1984), is a widely-used tool that assesses the prevalence and reasons for procrastination among students in academic contexts. It is designed to measure procrastination behaviors specifically related to academic tasks and explores the cognitive and emotional factors that influence students’ tendencies to delay assignments. The PASS has become valuable in identifying both the frequency and the underlying cognitive-behavioral correlates of procrastination, providing insights into factors like fear of failure, perfectionism, and task aversion that can hinder academic success.
Solomon and Rothblum (1984) proposed a measure of academic procrastination based on the analysis of six areas of academic functioning. The scale assesses the degree to which students procrastinate in those areas and also the degree to which that procrastination is a problem. Studies have found adequate average reliability, α = .80, for the 12 item scale (Steel, 2010). The scale is scored on a 5-point Likert scale where 1 indicates that the student never procrastinates in that area, 2 indicates almost never, 3 indicates sometimes, 4 indicates nearly always and 5 indicates always procrastinates in that area. Likewise, on the degree to which procrastination is a problem, 1 indicates not at all a problem and the fifth anchor indicates always a problem while the middle three anchors are similar. Appendix D displays all items on the PASS.
Administration, Scoring and Interpretation
- Introduce the PASS to students as an assessment tool for understanding procrastination behaviors in relation to academic tasks.
- It is a self-report questionnaire, generally administered individually and applicable in educational and clinical settings.
- The PASS consists of questions that prompt students to rate their procrastination tendencies and assess how often they delay specific academic activities (e.g., writing papers, studying for exams).
- Students also respond to items assessing the reasons behind procrastination, such as lack of motivation, fear of failure, or desire to work under pressure.
Reliability and Validity
The scale assesses the degree to which students procrastinate in those areas and also the degree to which that procrastination is a problem. Studies have found adequate average reliability, α = .80, for the 12 item scale (Steel, 2010). The scale is scored on a 5-point Likert scale where 1 indicates that the student never procrastinates in that area, 2 indicates almost never, 3 indicates sometimes, 4 indicates nearly always and 5 indicates always procrastinates in that area.
Available Versions
Multiple-Items
Reference
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive-behavioral correlates. Journal of counseling psychology, 31(4), 503.
Important Link
Scale File:
Frequently Asked Questions
What does the PASS measure?
The PASS measures the frequency of academic procrastination and identifies the underlying cognitive and emotional reasons for it.
Who can use the PASS?
The PASS is suitable for students, educators, and counselors aiming to address procrastination behaviors and enhance academic performance.
How does the PASS benefit students?
By identifying specific reasons for procrastination, students can develop targeted strategies to manage their time and approach tasks more effectively.
Is the PASS culturally adaptable?
While the PASS has been used across various student populations, additional cross-cultural research is encouraged to confirm its adaptability.
Can the PASS help with improving academic motivation?
Yes, understanding procrastination behaviors through the PASS allows students to adopt strategies to improve motivation, focus, and task engagement.
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