Academic Anxiety, Perceived Stress and Academic Procrastination Among University Students in Pakistan

Abstract

This study aims to investigate the relationship between academic anxiety and academic procrastination, with perceived stress as a mediator, among university students in Pakistan. A quantitative correlational design was employed, and data were collected from 292 students aged 18 to 35 years, enrolled in public and private universities. Standardized measures, including the academic anxiety scale, perceived stress scale, and academic procrastination scale, were administered. Results indicate that academic anxiety is positively and significantly associated with both perceived stress and academic procrastination, while perceived stress is also positively and significantly related to academic procrastination. Mediation analysis using Hayes Process Macro 4.2 (Model 4) further demonstrates that perceived stress partially mediates the relationship between academic anxiety and academic procrastination, as the direct effect remains significant. The study emphasizes the importance of stress management and psychological support programs in reducing procrastination and enhancing academic performance among university students.