Construction and standardization of Academic procrastination test

Academic procrastination has been an important debate in recent years, and many researchers see it as a bad habit (Chase, 2003) and also a behavioral problem that many adults experience it in their daily activities (Johansen and Carton, 1999). The main purpose of this research was to examine the psychometric properties of academic procrastination test. 247 (142 females and 105 males) students of Payame Noor University of Ahvaz were selected using randomly multi-stage cluster sampling method. A factor analysis, using the principal components analysis (vaimax rotation) resulted in three factors that consisted of 61/11% of variance. Cronbach's Alpha reliability coeffients (internal consistency) were satisfactory for the whole scale was. /85 (first factor: 0/77, second: 0/6 & third factor: 0/70. Factor analysis showed that constructed test combined from 3 factor (deliberating procrastination, Physical-mental causing procrastination, and procrastination causing without programming. Validity of this test obtained through relation between Tuckman (1991) questionnaire with constructed test (0/ 35). It can be concluded that the academic procrastination test has a good reliability and validity, and is a useful instrument to assess student's academic procrastination.