Journal of Studies in Social Sciences

Aims & Scope

Journal of Studies in Social Sciences is a peer-reviewed journal that publishes papers in all aspects of Social Sciences and Humanities, including but not limited to: Anthropology, Archaeology, Criminology, Economics, Education, History, Linguistics, Communication studies, Political science, International relations, Sociology, Human geography, Psychology, and elements of other fields as well, such as Law, Cultural studies, Environmental studies, and Social work.

ISSN: 2960-3684

Authors should ensure that

The manuscript submitted to the journal of studies in social sciences has not been previously published elsewhere and is not under consideration by any other journal simultaneously. Submitting the same manuscript to multiple journals is unethical and represents a breach of integrity.

Authors should also avoid redundant publications, meaning publishing substantially the same work in multiple articles or journals, as this can lead to misleading or duplicated information in the academic community.

By adhering to this criterion, authors demonstrate their commitment to upholding standards of originality, avoiding duplication, and preventing potential conflicts arising from redundant or simultaneous submissions. These practices promote the ethical dissemination of research findings and ensure credibility and quality in the field of social sciences.

Author Guidelines: link.

Publication Frequency: Continuous.

Open Access Policy

Journal of Studies in Social Sciences is an open access journal, published under an Attribution 4.0 International (CC BY 4.0). All articles are published in fully open and free access and authors retain the copyright of their articles.

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Vol 23 (2024)

Table of Contents

  1. Research Article
    The Mediating Role of Academic Self-Efficacy in the Relationship Between Procrastination and Test Anxiety Among Second-Year Students of College of Allied Health Sciences in PHINMA University of Pangasinan PDF
    Trisha Joy Caramat, Precious Shemaiah Obtinalla, Jeslyn Sison, Eunice Cardaño, Rockwell Alexsan Abrera, Kimberly Bacorro
    Procrastination and text anxiety are two of the most prevalent ongoing matters that hinder the academic performance of students. Self-efficacy, on the other hand, plays a crucial role in performing academic tasks. The goal of this research is to shed light on a crucial but understudied aspect of student behavior by investigating how the level of academic self-efficacy can influence the link between procrastination and test anxiety. To address this gap, researchers employed a cross-sectional-explanatory design as proposed by Johnson (2001) and conducted mediation analysis following Baron and Kenny’s framework of mediation analysis. The sample for this study consisted of 321 second-year students at the College of Allied Health Sciences Department of PHINMA University of Pangasinan. The study’s data were collected through self-report questionnaires, including the Academic Procrastination Scale (McCloskey, 2011), Westside Test Anxiety Scale (WTAS), and General Academic Self-Efficacy (GASE). The researchers’ findings showed a positive correlation between procrastination and academic self-efficacy, suggesting that students who engage in procrastination may possess greater confidence in their academic performance. Additionally, the researchers also identified a negative correlation between procrastination and test anxiety, indicating that procrastination may be linked to lower levels of test anxiety. Moreover, a negative correlation between test anxiety and academic self-efficacy is associated with reduced test anxiety. Mediation analysis also showed that self-efficacy was fully mediated by procrastination and test anxiety. The researchers stress the need for further research to understand the intricate dynamics of strategies to enhance academic self-efficacy.