Correlation Between Exam Anxiety and Procrastination Moderated by Self-Efficacy

Abstract

Academic procrastination and exam anxiety undermine student success, yet the moderating role of self-efficacy remains underexplored. This quantitative correlational study (N = 140 Indian undergraduate/postgraduate students) examined the relationship between exam anxiety and academic procrastination, testing self-efficacy as a moderator. Data were collected via online surveys using the Test Anxiety Questionnaire (α ≈ 0.90), Academic Procrastination Scale (α ≈ 0.82), and General Self-Efficacy Scale (α = 0.76–0.90). SPSS analyses revealed moderate variable levels (anxiety M = 2.61, SD = 0.77; procrastination M = 2.97, SD = 0.53; self-efficacy M = 2.94, SD = 0.54). Pearson correlations confirmed positive anxiety-procrastination (r = .281, p = .001), and negative self-efficacy links (anxiety r = –.203, p = .016; procrastination r = –.298, p < .001). PROCESS Macro moderation (Model 1) showed a significant interaction (β = –.161, p = .042; R² = 0.166), indicating self-efficacy buffers anxiety’s effect on procrastination. Findings support all hypotheses and suggest self-efficacy interventions to disrupt maladaptive cycles, advancing self-regulated learning theory. The study concludes that bolstering self-efficacy equips students to manage evaluative stress adaptively.