ACADEMIC PROCRASTINATION AS A COPING STRATEGY FOR ANXIETY IN STUDENTS

This article provides a theoretical analysis of academic procrastination among university students and its relationship with anxiety. The study synthesizes contemporary findings on key psychological determinants of procrastination, with particular emphasis on fear of failure, perfectionism, and task aversion as principal contributing factors. Based on an integrative review of international and domestic scholarly literature, the analysis identifies a weak but consistent positive association between anxiety and academic procrastination. The reviewed evidence suggests a bidirectional relationship, whereby anxiety may function both as a predictor of procrastination and as an outcome of chronic task delay. Furthermore, academic procrastination is conceptualized as a maladaptive self-regulation strategy that may serve short-term emotional relief by reducing perceived psychological tension, albeit at the cost of long-term academic and psychological outcomes. The findings highlight the significance of psychological and motivational variables in the design of effective interventions aimed at reducing procrastination tendencies among students.