The impact of trait anxiety on academic procrastination among college students: the mediating role of academic self-efficacy and the moderating role of autonomous learning motivation

Introduction This study aimed to elucidate the mechanisms through which trait anxiety influences academic procrastination among college students, with a focus on the roles of academic self-efficacy and autonomous learning motivation. Methods A survey was conducted with 3,370 college students. Correlation, mediation, and moderated mediation analyses were employed to examine the interrelationships among trait anxiety, academic self-efficacy, autonomous learning motivation, and academic procrastination. Results Over 50% of participants reported moderate or higher levels of academic procrastination (M = 23.18, SD = 5.33). Trait anxiety showed significant positive correlations with academic procrastination, while academic self-efficacy and autonomous learning motivation were negatively correlated with both trait anxiety and procrastination. Trait anxiety significantly predicted academic procrastination ( β = 0.284–0.401, 95% CI). Academic self-efficacy partially mediated this relationship (indirect effect β = 0.123–0.215, 95% CI). Furthermore, autonomous learning motivation moderated the link between trait anxiety and academic self-efficacy, such that the negative impact of trait anxiety on self-efficacy and consequently on procrastination was stronger for students with lower autonomous motivation. Discussion The findings suggest that trait anxiety contributes to academic procrastination both directly and indirectly through diminished academic self-efficacy. Autonomous learning motivation serves as a protective buffer. Interventions aimed at reducing academic procrastination should address students’ anxiety, enhance their academic self-efficacy, and foster autonomous learning motivation.