<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-9155</journal-id>
<journal-title><![CDATA[Acta Colombiana de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Act.Colom.Psicol.]]></abbrev-journal-title>
<issn>0123-9155</issn>
<publisher>
<publisher-name><![CDATA[Universidad Catolica de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-91552020000200007</article-id>
<article-id pub-id-type="doi">10.14718/acp.2020.23.2.2</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Psychometric properties of the UWES-9S in Peruvian college students]]></article-title>
<article-title xml:lang="es"><![CDATA[Propiedades psicométricas de la UWES-9S en estudiantes universitarios peruanos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dominguez-Lara]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez-Villena]]></surname>
<given-names><![CDATA[Andy Rick]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández-Arata]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Martín de Porres  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Privada Antonio Guillermo Urrelo  ]]></institution>
<addr-line><![CDATA[Cajamarca ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de San Martín de Porres  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>7</fpage>
<lpage>23</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-91552020000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-91552020000200007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-91552020000200007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of this study was to evaluate the internal structure dimensionality of the Utrech Work Engagement Scale -Student (UWES-9S) and its association with the academic procrastination reported by 321 psychology students from a private university in Cajamarca (Peru) ranging between 17 and 41 years old (79% women; M age = 22.50 years; 84% between 17 and 25 years old). The UWES-9S and the Academic Procrastination Scale (APS) were used and both a confirmatory and a bifactor analysis were conducted on the UWES-9S, as well as a structural regression analysis that specified the influence of the general and specific dimensions of engagement on the dimensions of academic procrastination. Regarding the results, the bifactor model is the one that best defines the construct, whereas the general dimension of engagement has a greater influence on the dimensions of academic procrastination than the specific ones. The theoretical and practical implications of the findings are discussed, as well as the need to focus on the students' positive resources in order to achieve greater involvement in their academic work.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo del presente estudio fue evaluar la dimensionalidad de la estructura interna de la versión para estudiantes de la Utrech Work Engagement Scale (UWES-9S), así como su asociación con la procrastinación académica en 321 estudiantes de psicología de una universidad privada de Cajamarca, Perú, con edades entre los 17 y los 41 años (79 % mujeres; M edad = 22.50 años; 84 % entre 17 y 25 años). Para esto, se administró la UWES-9S y la Escala de Procrastinación Académica (EPA), y se realizó un análisis factorial confirmatorio y bifactor para la UWES-9S, así como un análisis de regresión estructural para identificar la influencia de las dimensiones general y específicas del engagement sobre las dimensiones de la procrastinación académica. Como resultados, el modelo bifactor muestra una mejor definición del constructo, y la dimensión general del engagement presenta mayor influencia sobre las dimensiones de la procrastinación académica que las específicas. Al final se discuten las implicaciones teóricas y prácticas de los hallazgos, así como la necesidad de enfocarse en los recursos positivos de los estudiantes con el fin de que logren un mayor involucramiento en sus labores académicas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[academic engagement]]></kwd>
<kwd lng="en"><![CDATA[academic procrastination]]></kwd>
<kwd lng="en"><![CDATA[bifactor analysis]]></kwd>
<kwd lng="en"><![CDATA[structural regression]]></kwd>
<kwd lng="en"><![CDATA[college students]]></kwd>
<kwd lng="es"><![CDATA[engagement académico]]></kwd>
<kwd lng="es"><![CDATA[procrastinación académica]]></kwd>
<kwd lng="es"><![CDATA[análisis bifactor]]></kwd>
<kwd lng="es"><![CDATA[regresión estructural]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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