Anxiety and Academic Procrastination in Deaf and Hard of Hearing College Students: A Moderated Mediation Model

Abstract

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.