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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1391779

The Relationship of Academic Procrastination on Non-English Majors' English Classroom Anxiety：A Moderated Mediation Model

Provisionally accepted
Feng Jiang Feng Jiang *
  • Nanjing Normal University of Special Education, Nanjing, China

The final, formatted version of the article will be published soon.

    Objective: Academic procrastination is negatively associated with English classroom anxiety among non-English major college students. However, current research has less explored the underlying mechanisms. The present study aims to investigate the relationship between academic procrastination and college students' English classroom anxiety as well as the mediating role of learning engagement and the moderating role of appraisals of intrinsic values.Methods: The academic procrastination scale, English classroom anxiety scale, learning engagement scale and appraisals of intrinsic values scale were used to measure 1079 non-English majors in Jiangsu Province, China.(1) There was a significant positive correlation between academic procrastination and English classroom anxiety of non-English majors. (2) Learning engagement plays a part of mediating role between academic procrastination and English classroom anxiety; (3) When the appraisals of intrinsic values are high, the impact effect of learning engagement on English classroom anxiety is greater. Conclusion: Academic procrastination can affect university students' English classroom anxiety through learning engagement, and this relational pattern is modulated by appraisals of intrinsic values. This finding provides an important theoretical basis and practical insights for understanding and intervening in academic procrastination and classroom anxiety among college students.

    Keywords: Non-English Majors 1, Academic Procrastination 2, English Classroom Anxiety 3, Learning Engagement 4, Appraisals of Intrinsic Values 5

    Received: 26 Feb 2024; Accepted: 04 Sep 2024.

    Copyright: © 2024 Jiang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Feng Jiang, Nanjing Normal University of Special Education, Nanjing, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.