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Experiential avoidance as a moderator of the relationship between worry and academic procrastination

1 January 2016


Academic procrastination in college students is both ubiquitous and problematic. Although not considered a psychiatric disorder, procrastination has negative impacts on mental and physical health, academic performance, and interpersonal relationships, indicating that further attention is needed. Perhaps due in part to a relative dearth of research, cohesive theoretical underpinnings have not to date been formulated and impede the development of successful treatment. Research findings have been limited and discrepant with respect to the degree that worry and anxiety correlate with academic procrastination. In contrast, multiple studies have established the moderating role of experiential avoidance in adverse psychological outcomes; however, this role has been minimally addressed with respect to academic procrastination. The goal of the current study was to investigate the relationship between academic procrastination, worry, and experiential avoidance in an undergraduate college population. In an attempt to expand of extant literature, we examined the moderating role of experiential avoidance in the relationship between worry and academic procrastination. Contrary to expectation, a significant relationship was not found between worry and academic procrastination, and precluded an interaction effect between worry and experiential avoidance such that one’s level of experiential avoidance does not appear to impact the relationship between worry and academic procrastination. However, experiential avoidance was significantly correlated with academic procrastination, thereby providing implications for future directions and possible effective treatment approaches.


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