La Escala de Procrastinación de Tuckman (TPS) evalúa la procrastinación en el ámbito académico, definida como la tendencia a demorar y posponer la realización de actividades estudiantiles (Tuckman, 1991). La procrastinación es un fenómeno crecientemente prevalente en universidades (Ferrari et al., 2009); una correcta evaluación resulta clave para su abordaje (Fernie et al., 2016). El presente trabajo tuvo como objetivo recolectar evidencias de consistencia interna y validez convergente de la TPS en el medio argentino-bonaerense. Se trabajó con una muestra de 253 estudiantes de universidades de CABA y alrededores (81%mujer; 18.6% hombre; 0.4% no-binario; Medad=27.74; DEedad=8.61) y un diseño instrumental-correlacional. Se administraron la TPS (Furlan et al., 2010; Tisocco & Fernández Liporace, en prensa; Tuckman, 1991) y la Escala de Motivación Académica (EMA; Stover et al., 2012; Vallerand et al., 1992). Se calcularon un coeficiente Alfa-Ordinal para analizar consistencia interna de la TPS, y coeficientes de correlación r de Pearson para examinar asociaciones entre procrastinación y motivación académica -evidencias de validez convergente-. Se observó un Alfa-Ordinal de .91. Se detectaron asociaciones significativas (p < .05) en el sentido teórico esperado con cuatro de las siete dimensiones de la EMA. Los resultados se discuten a la luz de la literatura. Palabras clave Procrastinación - TPS - Validez convergente - Consistencia interna ABSTRACT THE TUCKMAN PROCRASTINATION SCALE: PSYCHOMETRIC ANALYSES AMONG BUENOS AIRES UNIVERSITY STUDENTS The Tuckman Procrastination Scale (TPS) assesses procrastination within the academic domain, defined as the tendency of students to postpone academic-related activities (Tuckman, 1991). Procrastination is an increasingly pervasive phenomenon within universities (Ferrari et al., 2009); its correct assessment proves key for its undertaking (Fernie et al., 2016). The objective of the present study was to collect evidence of internal consistency and convergent validity of the TPS within the ArgentinianBuenos-Aires-and-environs domain. The sample was composed of 253 Buenos-Aires-City-and-environs undergraduates (81% female; 18.6% male; 0.4% non-binary; Mage=27.74; SDage=8.61); an instrumental-correlational study was carried out. Instruments administered were the TPS (Furlan et al., 2010; Tisocco & Fernández Liporace, in press; Tuckman, 1991) and the Academic Motivation Scale (AMS; Stover et al., 2012; Vallerand et al., 1992). An Ordinal-Alpha coefficient was calculated to assess the TPS’s internal consistency, and Pearson r correlation coefficients were analyzed to examine the association between procrastination and academic motivation -evidence of convergent validity-. An Ordinal-Alpha of .91 was observed; statistically significant associations (p < .05) in the expected theoretical sense were found between the TPS and four out of seven AMS subscales. Results are discussed in light of literature reports. Keywords Procrastination - Tuckman Procrastination Scale (TPS) - Conver-