The Mediating Role of Academic Procrastination and Test Anxiety in the Relationship between Learned Helplessness with Academic Achievement

The purpose of the present study was to investigate the relationship between Learned Helplessness (LH) and the academic achievement with the Mediating of test anxiety and academic procrastination.
The population of the study consisted of all second grade female high school students in Mashhad in the academic year of 2012-2013. The sample was composed of 394 students. The sampling procedure was done based on the multi-level sampling. The students filled the learned helplessness snapshot, the academic procrastination scale, and the test anxiety inventory. This study was conducted within the descriptive framework using path analysis and correlational methods.
Findings: The results indicated that LH was negatively correlated with academic achievement, while it correlated positively with the test anxiety and academic procrastination. The test anxiety and academic procrastination correlated negatively with the academic achievement, however, the academic procrastination correlated positively with the test anxiety. Path analysis results showed that the model for the relationship between the learned helplessness and the academic achievement with the mediation of academic procrastination and test anxiety does not fit. Some modifications were made which resulted in three new models which fit.