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

Abstract: 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.