Impact of Learning Environment on Procrastination among Young Adults: Mediating Role of Anxiety and Resilience

Abstract

In this study, university students' procrastination, anxiety, learning environment, and resilience were investigated. Purposive sampling was used to choose 400 college students, ages 17 to 28 years, for the cross-section correlational research design study. Standardized tools including the Generalized Anxiety Disorder Scale (GAD-7), Learning Environment Scale (LES), General Procrastination Scale (GPS), and Brief Resilience Scale (BRS) were used to collect the data. Resilience and procrastination were found to be favorably and adversely correlated. Both anxiety and procrastination showed a positive correlation with learning environments. The results also showed anxiety and resilience significantly mediated the association between several domains of learning environment and procrastination to impact students' academic performance.