Abdul-Kareem M. Jaradat
Yarmouk University, Jordan
This study aimed to explore the relationships between academic procrastination, test-anxiety, academic performance, and satisfaction with study among 480 high school male students in grades 10-12 (mean age was 17.02 years). The participants were randomly selected from four public schools in Jordan. The study variables were measured using an academic procrastination inventory, a test-anxiety scale, GPA, and a single-item scale for satisfaction with study. Pearson product moment correlation coefficients were calculated to assess the relationships between the variables. The results showed a significant and positive correlation between procrastination and test-anxiety (r= .35). Procrastination correlated significantly and negatively with GPA (r= -.20), and with satisfaction with study (r= -.32). Likewise, test-anxiety correlated significantly and negatively with GPA (r= -.27), and with satisfaction with study (r= -.26). A significant and positive correlation was found between GPA and satisfaction with study (r=.22).
Keywords: Procrastination, test-anxiety, academic achievement, satisfaction with study