Perceived Stress, Self Efficacy and Academic Procrastination Among College Students

Abstract

The goal of the current study was to investigate and determine how perceived stress and self-efficacy affect college students’ academic procrastination. The data for the study was gathered from undergraduate and post graduate students at colleges, yielding 150 samples, including 70 undergraduate and 80 graduate individuals. The participants were given the Procrastination Assessment for Students Scale, General Self Efficacy Scale, and Perceived Stress Scale. Perceived stress has a profound and serious impact on academic procrastination among students. The study thus, conducted has a key importance to further deal with the issues arising due to perceived stress with respect to regulating academic procrastination.