Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model
Deaf and hard of hearing college students encounter unique challenges and pressures in their daily lives and academic pursuits, often leading to heightened anxiety levels, which may increase the likelihood of academic procrastination. This study aims to investigate the relationship between anxiety a...
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MDPI AG
2024-12-01
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| Series: | Behavioral Sciences |
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| author | Guomin Li Zhiheng Xiong Pingting Lin |
| author_facet | Guomin Li Zhiheng Xiong Pingting Lin |
| author_sort | Guomin Li |
| collection | DOAJ |
| description | Deaf and hard of hearing college students encounter unique challenges and pressures in their daily lives and academic pursuits, often leading to heightened anxiety levels, which may increase the likelihood of academic procrastination. This study aims to investigate the relationship between anxiety and academic procrastination in deaf and hard of hearing college students, with a focus on the mediating role of rumination and the moderating effect of psychological resilience. The findings offer valuable insights into strategies for reducing anxiety and academic procrastination in this population. A total of 685 deaf and hard of hearing college students were assessed using the Generalized Anxiety Disorder Scale, Academic Procrastination Scale, Rumination Scale, and Psychological Resilience Scale. The study revealed three key findings: (1) Anxiety is a significant positive predictor of academic procrastination in deaf and hard of hearing college students; (2) Rumination partially mediates the relationship between anxiety and academic procrastination, suggesting that anxiety indirectly influences procrastination through rumination; (3) Psychological resilience moderates the relationship between rumination and academic procrastination, with higher levels of resilience diminishing the impact of rumination on procrastination. The findings of this study provide a deeper understanding of the complex relationship between anxiety and procrastination in deaf and hard of hearing college students, within the context of ecosystem theory and resilience theory of development. |
| format | Article |
| id | doaj-art-5e321b131bc54f909cc045b22b6f7b6e |
| institution | DOAJ |
| issn | 2076-328X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj-art-5e321b131bc54f909cc045b22b6f7b6e2025-08-20T02:53:23ZengMDPI AGBehavioral Sciences2076-328X2024-12-011412121910.3390/bs14121219Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation ModelGuomin Li0Zhiheng Xiong1Pingting Lin2School of Education Science, Nanjing Normal University of Special Education, Nanjing 210038, ChinaSchool of Humanities, Southeast University, Nanjing 211189, ChinaSchool of Special Education, Nanjing Normal University of Special Education, Nanjing 210038, ChinaDeaf and hard of hearing college students encounter unique challenges and pressures in their daily lives and academic pursuits, often leading to heightened anxiety levels, which may increase the likelihood of academic procrastination. This study aims to investigate the relationship between anxiety and academic procrastination in deaf and hard of hearing college students, with a focus on the mediating role of rumination and the moderating effect of psychological resilience. The findings offer valuable insights into strategies for reducing anxiety and academic procrastination in this population. A total of 685 deaf and hard of hearing college students were assessed using the Generalized Anxiety Disorder Scale, Academic Procrastination Scale, Rumination Scale, and Psychological Resilience Scale. The study revealed three key findings: (1) Anxiety is a significant positive predictor of academic procrastination in deaf and hard of hearing college students; (2) Rumination partially mediates the relationship between anxiety and academic procrastination, suggesting that anxiety indirectly influences procrastination through rumination; (3) Psychological resilience moderates the relationship between rumination and academic procrastination, with higher levels of resilience diminishing the impact of rumination on procrastination. The findings of this study provide a deeper understanding of the complex relationship between anxiety and procrastination in deaf and hard of hearing college students, within the context of ecosystem theory and resilience theory of development.https://www.mdpi.com/2076-328X/14/12/1219deaf and hard of hearingcollege studentspsychological resiliencea moderated mediation model |
| spellingShingle | Guomin Li Zhiheng Xiong Pingting Lin Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model Behavioral Sciences deaf and hard of hearing college students psychological resilience a moderated mediation model |
| title | Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model |
| title_full | Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model |
| title_fullStr | Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model |
| title_full_unstemmed | Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model |
| title_short | Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model |
| title_sort | anxiety and academic procrastination in deaf and hard of hearing college students a moderated mediation model |
| topic | deaf and hard of hearing college students psychological resilience a moderated mediation model |
| url | https://www.mdpi.com/2076-328X/14/12/1219 |
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