Generalized Anxiety Traits, Perceived Stress, Fear of Negative Evaluation, and Academic Procrastination among University Students in Pakistan

Purpose: Generalized anxiety traits are frequently observed among university students and have a detrimental impact on academic performance, often contributing to procrastination. Despite this, the mediating roles of perceived stress and fear of negative evaluation in the relationship between generalized anxiety traits and academic procrastination remain underexplored, particularly within the Pakistani university context. This study aims to fill that gap. Methodology: A cross-sectional correlational design was employed, using purposive sampling to recruit 246 university students in Pakistan (men and women), aged 18 to 35 years (M = 21.33, SD = 1.89). Standardized instruments included the Generalized Anxiety Disorder Scale (GAD-7), Perceived Stress Scale (PSS), Brief Fear of Negative Evaluation Scale – Revised (BFNE-R), and the Procrastination Assessment Scale - Students. Correlation analysis and independent samples t-tests were conducted. Findings: Generalized anxiety traits, perceived stress, fear of negative evaluation, and academic procrastination were all positively and significantly correlated. Mediation analysis using Hayes' PROCESS macro version 4.2 revealed that perceived stress significantly mediated the relationship between generalized anxiety traits and academic procrastination. However, fear of negative evaluation did not serve as a significant mediator, as the indirect effect was not statistically significant. No significant gender differences were found across the study variables. Unique Contribution to Theory, Policy, and Practice: The study advances theoretical understanding by highlighting perceived stress as a key mediating factor linking anxiety traits to academic procrastination, while challenging the assumed mediating role of fear of negative evaluation. The findings suggest practical implications for mental health interventions in academic settings, emphasizing the need for stress management and cognitive-behavioral support programs. Policymakers and universities should develop mental health strategies to reduce academic procrastination and enhance student well-being