Abstract
The aim of this study was to examine the roles self-regulation, anxiety, internet use and gender play in academic procrastination. Participants were male and female undergraduate students (N = 97) from various courses and colleges who completed a self-report questionnaire containing both quantitative and qualitative questions. The analyses revealed that self-regulation was negatively correlated with academic procrastination, while internet use had a positive correlation with it. No significant correlation was found between academic procrastination and anxiety. Neither was there a significant difference between males and females in academic procrastination levels, or any of the other variables. Self-regulation was found to have a significant negative relationship with internet use. A weak positive correlation as found between internet use and anxiety. Limitations of the current study as well as some possible avenues for future research were discussed. Academic procrastination is a serious, widespread problem for millions worldwide and so requires ongoing research.
