International Journal of Educational Curriculum Management and Research, 2025, 6(1); doi: 10.38007/IJECMR.2025.060113.
Huiying Chen, Siti Maziha Mustapha
Department of Arts & Education, Faculty of Business, Information and Human Sciences, Infrastructure University Kuala Lumpur, De Centrum City, Jalan Ikram-Uniten, 43000 Kajang, Selangor Darul Ehsan, Malaysia
This study investigates the mediating effect of procrastination on the relationship between academic stress and academic achievement among high school students in Jinhua City, Zhejiang Province, China. Using a quantitative approach with a sample of 279 Grade 3 students from eight key high schools, data was collected through validated scales measuring academic stress, procrastination, and academic achievement. The findings revealed high levels of academic stress (M=3.76) and academic achievement (M=3.54), with moderate levels of procrastination (M=3.26) among the students. Structural equation modeling confirmed that procrastination partially mediates the relationship between academic stress and academic achievement, with a variance accounted for (VAF) of 42.48%. All dimensions of academic stress were significant predictors of academic achievement, with academic factors having the strongest predictive power. The study provides valuable insights for educational practice, suggesting that interventions targeting both academic stress and procrastination could enhance students' academic performance.
Academic Stress, Procrastination, Academic Achievement, Mediating Effect, High School Students, China
Huiying Chen, Siti Maziha Mustapha. The Mediating Role Of Procrastination On The Relationship Between Academic Stress And Academic Achievement Of General High School Students In Jin Hua City, Zhe Jiang Province, China. International Journal of Educational Curriculum Management and Research (2025), Vol. 6, Issue 1: 106-114. https://doi.org/10.38007/IJECMR.2025.060113.
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