Abstract
This study discusses the relationship between stress, self-efficacy and procrastination in traditional and non-traditional students (n=116). Participants completed the Aitken Procrastination Scale, the Perceived Stress Scale and the College Academic Self-Efficacy Scale and gave demographic information. Analyses of data were completed using independent samples t-test, one-way Analysis of Variance (ANOVA), Pearson’s product correlation and multiple regression. Significantly higher stress was reported by traditional students but non-significant differences in self-efficacy and procrastination were found. The variables were found to be significantly correlated and procrastination was found to significantly predict stress levels in students. The implications of this study are for third-level education administrators and college counselling services to direct their services to at-risk student cohorts and plan for the specific needs that arise. Author keywords: Stress, self-efficacy, procrastination, students, non-traditional students
