SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 1

Relationships between Success, Procrastination, and Stress among College Students:

Correlational Analyses

Katie Lema

Mt. San Jacinto College

SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 2

Abstract

The current study investigates the relationships between student success, procrastination, and

stress among college students. Past research has tended to indicate a weak negative relationship

between student success and stress (Elias, et al., 2011; Gustems-Carnicer, et al, (2019), an

inverse relationship (Franz, 2020; García-Ros et al. 2019; Goroshit & Hen, 2019) or no

relationship (Janssen, 2015; Seo, 2011) between procrastination and student success, and mixed

findings in the relationship between stress and procrastination (Aziz & Tariq, 2019; García-Ros

et al. 2019, Van Wyk, 2004). It was hypothesized that there would be negative relationships

between student success and stress and student success and procrastination. It was also

hypothesized that there would be a positive relationship between stress and procrastination.

Variables were measured using self-report scales. Two of the hypotheses were supported

(student success and procrastination; stress and procrastination), while one was not supported

(student success and stress).

Keywords: Stress, Procrastination, Student Success, Academic Achievement

Word Count 144

SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 3

Relationships between Success, Procrastination, and Stress among College Students:

Correlational Analyses

Introduction

Obtaining a college education has often been viewed as synonymous with success in

modern American society. The success of students is crucial because individuals who are striving

to earn a higher education are the individuals who will take on vital roles in our society such as

doctors and engineers. When attempting to achieve success as a college student there are often

many hurdles that students will encounter in their academic journey including stress and

procrastination. It is important to know the relationship between these hurdles and student

success to be able to assess how to best support students in their time enrolled in college and

provide a solid foundation for their future endeavors. It can be hard to separate the concepts of

stress and procrastination from college because they seem to be intricately connected. All

students will experience some form of stress at one point while they are enrolled in college. Most

will also procrastinate in their academic journeys, whether it is a chronic issue or a single

occurrence. Stress and procrastination appear to be interconnected and seemingly result in a

cycle that can be hard to break out of.

It is important to fully understand each of the concepts, student success, stress, and

procrastination, before attempting to further analyze any potential relationships among them.

First, student success, also referred to as academic achievement or academic success, can be

assessed on the basis of a student’s current, cumulative grade point average, which is commonly

referred to as GPA. A GPA is calculated by converting letter grades into a corresponding number

according to the GPA scale, multiplying that by the number of units/credits for a class, and

dividing the product by the total number of attempted units/credits (Mount San Jacinto College,
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 4

n.d.). Next, stress can be defined as an individual’s perception of events in their life as

unpredictable, uncontrollable, and overloaded (Cohen, et al., 1988). According to the National

Institute of Mental Health, everyone experiences feelings of stress at some point (2022).

Stressors can occur a single time, persist over a brief period of time, or be repetitive over a

prolonged period (National Institute of Mental Health, 2022). Finally, procrastination can be

defined as deliberately avoiding or delaying the commencement or completion of a task that is

required to achieve a specific objective (Sirois, et al., 2019). Steel (2010) found, through a series

of surveys, that 95% of participants acknowledge engaging in procrastinating behaviors. By

generalizing these findings, it becomes evident that a considerably large portion of the

population procrastinates. Further, in an interview, Dr. Joseph Ferrari stated that his research

shows that 20% of adults in the United States are chronic procrastinators, that is, they delay tasks

related to work, school, relationships, and personal responsibilities in everyday life (American

Psychological Association, 2010).

Based on the aforementioned statistics, it is reasonable to infer that the vast majority of

college students in the United States engage in procrastination and/or behaviors related to

procrastination. It is also rational to say that a majority of college students experience stress

either as a single occurrence or over a longer duration, especially considering a student’s

workload which may be perceived as overloaded and uncontrollable. With both of these

constructs being experienced by a large portion of college students, it evokes questions about the

relationships these constructs have with the success of the students who experience them as well

as the relationship between procrastination and stress.

Literature Review
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 5

While student success can be measured individually by analyzing a student’s GPA, this

isn’t the most effective tool when investigating and discussing student success as a collective.

Instead, cumulative student success at the college level is frequently measured with retention and

graduation rates (Millea, et al., 2018). The data from these measures will help to illustrate the

importance of taking a step back and analyzing the factors that are involved in academic success.

In regards to students who enrolled at two-year institutions in 2017, the National Center for

Education Statistics (2022) reported that within 150% (3 years) of the expected time frame

required to complete a program, approximately 34% obtained their credential, 14% transferred

schools, and 10% remained enrolled at the same school, the remaining 42% of students had

either dropped out or transferred schools without notifying their first school. According to data

compiled by Hanson (2023), nearly 33% of undergraduates do not go on to complete their degree

program. This information just grazes the surface of all that the data has to offer, however, this

data alone indicates that it would be prudent to try to assess why nearly a third of all

undergraduates do not go on to earn their degree. There are several potential factors that may

have a relationship with the success of college students, one of which is stress.

It is thought that experiencing stress has and will continue to become increasingly

common and frequent over time (Bartlett, 1998). According to Elias, et al. (2011), stress in

students in particular can be brought on by academic or athletic failure, financial or health

struggles, or the loss of a loved one. There are many things in any individual’s life that may

contribute to stress, and individuals are often unable to predict the occurrence of these stressors.

Balancing academic responsibilities alongside external stressors can be quite a burden,

particularly for college students who are young adults learning to navigate a new stage of life.

Naturally, several researchers have undertaken the task of investigating the relationship between
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 6

stress and student success particularly at the college level. Elias et al. (2011) examined the

aforementioned relationship and found that there was an inverse relationship between stress and

academic achievement, albeit a weak one. The findings of research on stress and academic

success in teaching students conducted by Gustems-Carnicer, et al. (2019) support these results,

again showing a weak inverse relationship between the variables. These findings indicate that

students who have higher levels of stress are more likely to have lower levels of student success,

which is a point of concern that may indicate a need for intervention.

Another variable worth investigating that may signal a need for intervention is

procrastination. A leading expert on the topic, Sirois (2022), describes procrastination as an issue

with self-regulation in which an individual deliberately delays the start or completion of a task

knowing the impact the decision will have. She goes on to explain that this behavior can

manifest sporadically, frequently, in certain facets of life, or throughout different tasks in a

variety of contexts (Sirios, 2022). Data shows that 80% to 95% of undergraduate students have

procrastinated somewhere along the way in their academic journey with 50% of students being

habitual procrastinators (Sirios, 2022). The link between procrastination and student success may

seem very apparent because procrastination can lead to missed deadlines and students being

under-prepared for exams, therefore resulting in lower grades. This is illustrated in studies such

as that carried out by García-Ros et al. (2022) where they found a weak yet significant negative

relationship between academic achievement and academic procrastination. This indicates lower

levels of student success when students procrastinate more frequently. Franz (2020) found that

unintentional procrastination has a significant inverse relationship with scores on homework

assignments, individual class grades, and overall GPA. Even when students are unintentionally

failing to start or complete their assignments on time, their grades on each assignment and their
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 7

overall academic progress tend to suffer. Goroshit and Hen (2019) conducted a study

investigating the same variables with learning disabilities being a focal point of the research.

Their research showed an overall moderate negative relationship between procrastination and

GPA and a stronger negative relationship in students who have learning disabilities (Goroshit &

Hen, 2019). This reveals that there may need to be extra support provided to all students,

especially to students who have learning disabilities. Conversely, there have been many studies

that have found no significant relationship between academic procrastination and academic

achievement. Janssen (2015) investigated the relationship between these variables among high

school and undergraduate college students and found that the relationship was not statistically

significant (r = -.09). These findings are supported by those of Seo (2011), who indicated that

procrastination has no relationship with the grades of undergraduate college students. Although

the findings of past studies have been mixed, procrastination can still negatively impact students,

regardless of its relationship with academic achievement. This can be observed by looking at

past research exploring the relationship between procrastination and stress.

As mentioned previously, the interaction between procrastination and stress may create a

vicious cycle. Stress may lead to students feeling overwhelmed and thus putting assignments or

studying off until a time when they feel less burdened. This, in turn, may result in students

feeling stressed while attempting to meet deadlines and then the cycle starts again. García-Ros et

al. (2022) found that students who procrastinate are more likely to have higher levels of stress.

Van Wyk (2004) investigated the relationship between stress and procrastination among

individuals who had different tendencies to procrastinate. Interestingly, individuals who had low

to moderate tendencies to procrastinate were not more likely to be stressed when procrastinating

(Van Wyk, 2004). However, there was a positive relationship between stress and procrastination
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 8

among individuals who had high tendencies to procrastinate (Van Wyk, 2004). This suggests that

individuals who are consistent procrastinators are more likely to experience higher levels of

stress when they procrastinate. Aziz and Tariq (2019) also investigated the relationship between

stress and procrastination by splitting procrastination up into different categories, however,

rather than by tendencies to procrastinate, they investigated different types of procrastination,

active and passive. Passive procrastination is the delay in the completion of tasks when an

individual is unable to effectively manage their responsibilities because they are afraid of failing

and do not believe they can successfully accomplish something (Aziz & Tariq, 2019). This type

of procrastination is derived from negative feelings of self-worth. Active procrastination on the

other hand occurs when an individual actively makes the decision to postpone a task (Aziz &

Tariq). In their study, they found relationships between stress and both active and passive

procrastination with the relationships being negative and positive respectively (Aziz & Tariq).

This suggests that when an individual has a valid reason to postpone a task their levels of stress

are more likely to be lower, but when an individual procrastinates because of negative feelings

about their abilities, they are more likely to have higher levels of stress.

In conclusion, many people have sought to investigate the relationships between stress

and academic success, procrastination and academic success, and stress and procrastination, but

rarely has anyone attempted to examine each relationship between the three variables in a single

study. The current study set out to investigate these three relationships in a single study. By

examining these relationships in a single study, the implications of said relationships may

become more apparent. It is important to consider the relationships between these variables in

order to better understand what areas students may need extra support to increase overall student

success.
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS 9

Hypotheses

I hypothesize that students with low student success will be more likely to be stressed.

I hypothesize that students with low student success will be more likely to procrastinate.

I hypothesize that students who are more stressed will be more likely to procrastinate.

Methods

Methodological Design

This is a nonexperimental self-report survey study.

Participants Demographics

The sample included college students (N = 138). The final sample ranged in age from 17

to 49 (M = 21.38, SD = 5.41, n = 138). Participants indicated their ethnic background including

Latinx/Hispanic (n = 76, 55.1%), White/Caucasian (n = 29, 21%), Asian/Asian American (n =

16, 11.6%), Black/African American (n = 5, 3.6%), Middle Eastern (n = 5, 3.6%), Multiethnic (n

= 4, 2.9%), Indigenous/Native American (n = 2, 1.4%), and Not Listed (n = 1, 0.7%).

Participants indicated their gender identity including Woman (n = 109, 79%), Man (n = 27,

19.6%), and Other Non-Binary (n = 2, 1.4%). Participants indicated their sexual orientation

including Heterosexual (n = 85, 61.6%), Bisexual (n = 26, 18.8%), Asexual (n = 12, 8.7%), Not

Listed (n = 6, 4.3%), Queer (n = 4, 2.9%), Lesbian (n = 3, 2.2%), and Gay (n = 2, 1.4%).

Participants indicated their marital status including Single (n = 88, 63.8%), Partnered (n = 36,

26.1%), Married (n = 9, 6.5%), Divorced (n = 2, 1.4%), Not Listed (n = 2, 1.4%), Separated (n =

1, .7%).

Materials

The study was built using Google Forms software. All 138 participants received the same

survey. The survey consisted of four main sections including informed consent, variable
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questions, a demographics questionnaire, and a debriefing statement. The first section of the

survey was the informed consent that provided participants with information about who was

conducting the study and why. It also gave a brief overview of the purpose of the study.

Participants were informed that the survey would take approximately 15 to 25 minutes to

complete. The informed consent section also informed participants that there would be no direct

benefits for their participation. Finally, participants were informed that they could withdraw from

the study at any time and if they chose to participate their information would remain confidential.

Participants were required to answer a question opting into or out of the study. Following the

informed consent was a section containing all variable questions. This section was broken up

into nine subsections each relating to a specific variable. Each subsection was denoted by an

initialization of the scale used to measure each variable. The first variable that was measured was

stress (PSS). Within this subsection, there were six items that were rated across a five-point likert

scale from 0 to 4 (0 = Never, 1 = Almost Never, 2 = Sometimes, 3 = Fairly Often, 4 = Very

Often). The following variable was motivation (AMS), which included 6 items that were rated

across a ten-point scale (1 = Not at all true - 10 = Very True). The next variable was happiness

(OHQ), which was measured across eight items on a six-point likert scale (1 = Strongly

Disagree, 2 = Moderately Disagree, 3 = Slightly Disagree, 4 = Slightly Agree, 5 = Moderately

Agree, 6 = Strongly Agree). Another variable was self-efficacy (ASE) which was measured

across six items on a four-point likert scale (1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4

= Strongly Agree). Next was distraction which was measured across six items on a five-point

likert scale (0 = Never, 1 = Almost Never, 2 = Sometimes, 3 = Fairly Often, 4 = Very Often).

Next was chronic time pressure (CTP) which was measured across seven items on a five-point

likert scale (0 = Never, 1 = Almost Never, 2 = Neither Disagree or Agree, 3 = Fairly Often, 4 =
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS
11
Very Often). Next was sleep quality (PSQ) which was measured across six items on a four-point

likert scale (1 = Not during the past month, 2 = Less than once a week, 3 = Once or twice a

week, 4 = Three or more times a week). The following variable that was measured was

procrastination (PS) which was measured across five items on a five-point likert scale (1 =

Strongly Disagree - 5 = Strongly Agree).. The final subsection of the variable questions was

Grade Point Average which included one open-ended question, What is your current Grade

Point Average? If you are not sure, please provide an estimate. Sample items from the section

for measures of variables include I have often felt that I was unable to control the important

things in life (stress), I plan to put more time into my schoolwork (motivation), I am well

satisfied about everything in my life (happiness), I believe it is possible for me to make good

grades (self-efficacy), I often distract myself by looking at social media or surf the internet

(distractions), There aren’t enough hours in the day (chronic time pressure), Cannot go to sleep

within 30 minutes (sleep quality), and In preparing for some deadlines, I often waste time by

doing other things (procrastination). After the variable questions, the survey asked participants to

report their demographic information including their age, racial/ethnic identity, gender identity,

sexual orientation, and marital status. The conclusion of the survey included a debriefing

statement. The debriefing statement was used to extend gratitude to the participants and inform

them of the purpose of the study. This section was also used to disclose each of the variables that

were being measured with the survey. Finally, participants were provided with contact

information should they have any additional questions.

Measured Variables

Level of student success was operationally defined as a student's current grade point

average (GPA). Lower scores indicate lower student success and higher scores indicate higher
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS
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student success. The minimum score of low student success was 1.50. The maximum score of

high student success was 4.10.

Level of stress was operationally defined as the perception of one’s life as uncertain,

unmanageable, and overloaded (Cohen, et al., 1988). There were a total of six questions to

determine the level of stress. A five point likert scale was from 0 to 4 (0 = Never, 1 = Almost

Never, 2 = Sometimes, 3 = Fairly Often, 4 = Very Often). Lower scores indicate lower stress

while higher scores indicate higher stress. The minimum possible score of low stress was 0. The

maximum possible score of high stress was 24.

Level of procrastination was operationally defined as delaying to start or finish a task that

is essential to the accomplishment of a goal (Sirois, et al., 2019). There were a total of five

questions to determine the level of procrastination. A likert scale was from 1 to 5 (1 = Strongly

Disagree - 5 = Strongly Agree). Lower scores represent lower levels of procrastination and

higher scores represent higher levels of procrastination. The minimum possible score of low

procrastination was 5. The maximum possible score of high procrastination was 25.

Procedure

This research study was carried out as a part of Social Research Methods courses at Mt.

San Jacinto College and CSU San Marcos, therefore a topic was picked that would be relevant to

the researchers’ experiences. Students from three sections of this course and the professor

worked together to build the current study. The professor of the aforementioned courses selected

student success as the first variable of interest. The students then brainstormed ideas for factors

that are related to student success and then found scales that corresponded to each factor.

Altogether, there were 18 factors that were brainstormed and those were narrowed down to 8

variables related to student success. Scales were selected for each variable using existing scales
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS
13
available on APA PsycTests. These scales were then used as references for creating a new survey

for the purposes of the current study. Two sections of the Social Research Methods course

designed the survey using the scales that were obtained from APA PsycTests. Survey items were

selected for each variable from the reference scales. Some of the items were modified for the

purposes of this study. Each set of items pertaining to a specific variable was included in its own

section in the survey. Each section was denoted with an initialized version of the scale name so

as not to influence the participants' responses.

The sampling method used for this study was convenience sampling. Students from Mt.

San Jacinto College and CSU San Marcos were invited to participate in the study. Participants

accessed the survey via a link to Google Forms. After reviewing and giving their informed

consent, participants completed the sections measuring stress and procrastination followed by the

demographics questionnaire. The survey was concluded with a debriefing statement that

informed the participants of the purpose of the study, the variables being measured, and the

contact information should they have any questions. Therefore, the participants were informed

that the objective of the study was to investigate student success as it relates to stress, motivation,

distractions, sleep quality, chronic time pressure, happiness, procrastination, and self-efficacy.

Once the survey was closed, data was compiled for analyses in a Google Sheets document by the

professor of the Social Research Methods courses. Students used the information provided in the

Google Sheet to compute the data using IBM SPSS software.

Results

A bivariate Pearson correlation analysis was conducted to assess the relationship between

Student Success and Stress. Results revealed a non-significant relationship between Student
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Success and Stress (r (138) = -.103, p = .231). People who had low levels of student success (M

= 3.25, SD = .59) were not more likely to be stressed. (M = 14.58 , SD = 4.86).

A bivariate Pearson correlation analysis was conducted to assess the relationship between

Student Success and Procrastination. Results revealed a significant relationship between Student

Success and Procrastination (r (138) = -.253, p = .003). People who had high levels of student

success (M = 3.25, SD = .59) were less likely to procrastinate (M = 18.72, SD = 5.18).

A bivariate Pearson correlation analysis was conducted to assess the relationship between

Stress and Procrastination. Results revealed a significant relationship between Stress and

Procrastination (r (138) = .461, p = .001). People who had high levels of stress (M = 14.58, SD =

4.86) were more likely to have high levels of procrastination (M = 18.72, SD = 5.18).

Discussion

General Discussion

The purpose of this study was to examine the relationships between student success,

stress, and procrastination. There were three hypotheses that the study investigated.

The first hypothesis stated that students with low student success will be more likely to

be stressed. The results pertaining to this hypothesis indicated that there was not a statistically

significant relationship between student success and stress. This illustrates that students with low

student success are not more likely to be stressed. These results may indicate that more

frequently, students are able to persevere in the face of adversity. These results differ from that

of previous research where there were found to be weak inverse relationships between stress and

student success (Elias, et al., 2014; Gustems-Carnicer, et al., 2019). The current research may

indicate that students have adapted to the high levels of stress that come with being enrolled in

college. Rather than being an anomaly, stress is the norm for many college students.
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The next hypothesis stated that students with low student success will be more likely to

procrastinate. The current study supports this claim, finding that students with high levels of

academic success were less likely to procrastinate. These findings indicate that students who

procrastinate are more likely to have a lower GPA. This is supported by previous research where

an inverse relationship between procrastination and student success (Franz, 2020; García-Ros et

al., 2022; Goroshit & Hen, 2019). The findings of Janssen (2015) and Seo (2011) differ from the

findings of the current research because they did not find a significant relationship between the

variables which suggested that students who procrastinated were not more likely to have lower

levels of student success.

The last hypothesis stated students who are more stressed will be more likely to

procrastinate. The results of the present study indicated that there was indeed a relationship

between these variables in which students who procrastinated more were more likely to be

stressed. This demonstrates that there may in fact be a cyclical relationship between stress and

procrastination. This is supported by the findings of research conducted by García-Ros et al.

(2022). However, in instances where procrastination was categorized into separate variables in

previous studies, the results did not consistently support the findings of the current study. Van

Wyk (2004) investigated the relationship between these variables but looked at procrastination in

terms of an individual’s tendency to procrastinate and by doing so achieved results that differ

from the current study. They found when individuals who had higher tendencies to procrastinate

engaged in procrastination, they were more likely to be stressed, and those who had low to

moderate tendencies to procrastinate were not more likely to be stressed when they were

procrastinating (Van Wyk, 2004). This is an interesting distinction that may warrant further

research. Similarly, Aziz and Tariq (2019) investigated the relationship and measured
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procrastination in terms of passive and active procrastination and found results that differed from

the present study where active procrastinators were less likely to be stressed and passive

procrastinators were more likely to be stressed, the latter of which does align with the current

study.

Methodological Strengths

There were two strengths in the present study. The first strength was the emphasis on

confidentiality and honesty in the survey. The informed consent explicitly stated that all

information participants provided in the survey would remain confidential. Each section of the

survey had specific instructions about how the participants should answer items within the

section. While it did not explicitly request honest answers, it was clear in the directions provided

in each section. Confidentiality is especially important in self-report surveys to reduce socially

desirable responses. Another strength of the study was that it employed reliability analysis. The

current study used previous scales that have effectively been used in previous studies. Each

variable was measured using several of these scale items.

Methodological Limitations

There were two limitations of our present study. The first limitation was that a possible

maturation effect may have impacted the answers that the participants provided, especially near

the end of the survey. The survey was estimated to take 15 to 20 minutes, which can be

perceived as a long period of time to participate in a task that provides no direct benefits to the

participant. The second limitation is that the sample is non-representative of the population.

Since the sampling method used for this study was convenience sampling, this skews the

representativeness. The objective was to investigate the relationships as they pertain to college
SUCCESS, PROCRASTINATION, AND STRESS AMONG COLLEGE STUDENTS
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students. Our sample was largely made up of psychology students from Mount San Jacinto

College and CSU San Marcos, which does not effectively represent college students in general.

Future Research

Future research can improve upon the current study by employing simple random

sampling rather than convenience sampling to achieve a sample that is more representative of the

population. It may also be beneficial to further investigate the relationships of interest in this

study by investigating the different facets of procrastination as attempted in previous research.

By doing so, researchers may be able to gain a better understanding of the strength and direction

of the relationships stress and student success have with procrastination. Future research may be

able to shift to an experimental study that would give us a more well-rounded understanding of

these variables as they relate to one another, especially as they present themselves in the real

world.

Conclusion

In conclusion, the current study allowed further insight into two relationships that were

found to be significant, procrastination and student success, and procrastination and stress, and

one that was found not to be significant, student success and stress. The current study contributes

to the previous literature in that it investigates all three of the relationships in one study. When

thinking of college several factors come to mind, among those factors are grades, career paths,

procrastination, stress, and the future. The goal of the current study was to gain a better

understanding of the aforementioned relationships. It is important to understand those

relationships so we can better support many of the individuals who represent the future of our

society on their journey to professions, such as nursing, law, interpreting, and many more, that

serve roles in the foundation of our society. This study in combination with the previous studies
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may serve as a statement to the institutions serving college students that they may need to invest

more time, energy, and funding to improve student success across the board by addressing the

related factors such as procrastination.

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Table 1

Participant Demographics

Demographics n %
Race / Ethnicity
Latinx / Hispanic 76 55.1
White / Caucasian 29 21.0
Asian / Asian Asian American 16 11.6
Black / African American 5 3.6
Middle Eastern 5 3.6
Multiethnic 4 2.9
Indigenous / Native American 2 1.4
Not Listed 1 .7
Gender Identity
Woman 109 79
Man 27 19.6
Other Non-Binary 2 1.4
Sexual Orientation
Heterosexual 85 61.6
Bisexual 26 18.8
Asexual 12 8.7
Not Listed 6 4.3
Queer 4 2.9
Lesbian 3 2.2
Gay 2 1.4
Marital Status
Single 88 63.8
Partnered 36 26.1
Married 9 6.5
Divorced 2 1.4
Not Listed 2 1.4
Separated 1 .7
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Note: Representative of all participant demographics

Figure 1

Relationship between Student Success and Stress

Note: Visual representation of the non-significant relationship between Student Success and

Stress.
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Figure 2

Relationship between Student Success and Procrastination

Note: Visual representation of the inverse relationship between Student Success and

Procrastination.
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Figure 3

Relationship between Stress and Procrastination

Note: Visual representation of the positive relationship between Stress and Procrastination.

Appendix
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