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: = 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.