Academic Procrastination and Its Relationship with General Anxiety and Academic Achievement Among Fourth-Year Students at the Faculty of Education, Omar Al-Mukhtar University.

Abstract

This study aimed to investigate the relationship between academic procrastination, general anxiety, and academic achievement among fourth-year students at the Faculty of Education, Omar Al-Mukhtar University. The sample consisted of 105 students (26 males and 76 females). The study utilized the Academic Procrastination Scale (APS) by Abu Ghazaleh (2012) and the General Anxiety Scale (GAS) by Fawzia Ben Abdullah (2016). Data was analyzed using SPSS statistical software. The results revealed a significant negative correlation between academic procrastination and academic achievement. Additionally, while a negative correlation was found between academic achievement and general anxiety, it was not statistically significant. Furthermore, the study found high levels of academic procrastination, general anxiety, and academic achievement among the sample. Significant differences in academic procrastination were observed in favor of males, while academic achievement was significantly higher among females. However, no significant gender-based differences were found in general anxiety. Additionally, significant differences in general anxiety were identified based on specialization, favoring students in the arts specialization. No significant differences in academic procrastination or academic achievement were observed based on specialization. The findings are discussed in detail, and recommendations for future research and interventions are provided.