The aim of this research is to investigate negative constructs related to academic performance employing scales that are able to recognize their adaptive functions. A questionnaire-based quantitative study to assess relationship between academic achievement motivation, active procrastination, defensive pessimism and anxiety in college students was implemented. Correlation analysis was conducted between criterion and outcome variables. Where significant values were found, explanatory variables were entered into regression. The T-tests were conducted to compare gender differences and motivation scores for full-time and part time students with regards to external motivation. Full-time students shown to be more extrinsically motivated when compared with part-time students as well as female students when compared with male colleagues. The results obtained indicated significant association between active procrastination with internal motivation and confidence. Contrary to hypothesis, no significant relationship has been found between anxiety and active procrastination. The results supported the hypothesis that there is a positive and significant association between defensive pessimism and anxiety.