Relationship between Academic Procrastination and Test Anxiety

Chea, Kah Yee and Lai, Chooi-Seong (2022) Relationship between Academic Procrastination and Test Anxiety. Relationship between Academic Procrastination and Test Anxiety. (Unpublished)

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Abstract

This study was undertaken to examine the relationship between academic procrastination and test anxiety, as well as to identify whether there are significant gender differences in the level of academic procrastination and test anxiety among undergraduates. A total of 141 (70 males, 71 females) undergraduates who came from a private university in Kuala Lumpur participated in the study. Convenience sampling was adopted to collect data in this study. A cross-sectional design was adopted in which respondents were required to complete the questionnaires that measured their academic procrastination (Procrastination Assessment Scale for Students), and test anxiety (Test Anxiety Inventory-Short form), at one point of time through Google form. Results revealed that there is no significant relationship between academic procrastination and test anxiety among undergraduates (rs = .13, n = 141, p > .05). Besides, results also revealed that there is no significant difference in the level of academic procrastination between male (Mean Rank = 68.11) and female (Mean Rank = 73.85) respondents, Mann-Whitney U = 2283.00, p > .05, whereby the differences occur due to chance. However, results showed that there is a significant difference in the level of test anxiety between males (Mean Rank = 58.72) and females (Mean Rank = 83.11) respondents, Mann-Whitney U = 1625.50, p < .05, whereby the test anxiety scores were significantly higher in females as compared to males. Different strategies should be implemented to reduce academic procrastination and test anxiety as both of the variables are not significantly correlated. Strategies for reducing academic procrastination should be directed to both males and females, and not focusing to only one gender. Female undergraduates should pay more attention in reducing test anxiety as they are more test anxious.