The Mediating Role of Test Anxiety in the Relationship between Cognitive Emotion Regulation and Academic Procrastination in Students of Farhangian University

Academic procrastination is one of the most common problems among students so it is necessary to know the related variables. The purpose of this study was to investigate the mediating role of test anxiety in the relationship between cognitive emotion regulation and academic procrastination among students. The present study was descriptive and from correlational studies. The statistical population included 980 students of Farhangian University of Urmia in the academic year 2016-2017. 212 students were selected by available sampling. The data collection tools include a questionnaire of academic procrastination (Solomon & Rothblum, 1984), Anxiety Test Questionnaire (ATQ; Abolghasemi, 1995), and Cognitive-Emotional Regulation strategies questionnaire (CERQ; Garnefski & Kraaij, 2006). The results showed that there is a negative correlation between adaptive cognitive emotion regulation strategies and academic procrastination. There was a positive correlation between test anxiety and maladaptive cognitive emotion regulation strategies with academic procrastination. The results of path analysis also indicated the role of the test anxiety mediator in the relationship between cognitive emotion regulation and academic proclivity. Therefore, psychological interventions should be directed toward cognitive-emotional regulation and test anxiety in the context of student's academic procrastination.