Unravelling Academic Procrastination: The Interplay of Anxiety, Self-Regulation, and Personality Traits

Academic procrastination continues to be a major problem in the education system which adversely impacts the student’s performance and general welfare. The purpose of this paper is to explore the effect of anxiety, self-regulation, and personality factors in relation to the academic procrastination by using 100 university students of India (50 male, 50 female). The measures taken to collect data included standardized questionnaires. The outcomes revealed moderate anxiety scores while those for selfregulation were relatively high. Procrastination had a positive relationship with anxiety and neuroticism, whereas it had a negative correlation with self-regulation and conscientiousness. The regression analysis showed that procrastination could explain 89.4% of variance with positive contributions from anxiety and neuroticism, and with negative contributions from self-regulation and conscientiousness. There were gender differences with regard to procrastination and some personality factors