Canonical correlation analysis of procrastination, learning strategies and statistics anxiety among Iranian female college students

摘要

This paper proposes a canonical model by treating academic procrastination (AP), learning strategies (LS) as predictor variables and statistics anxiety (SA) as explained variables. A questionnaire survey was used for data collection and 248-college female student participated in this study. The results show that the significant explained variables are based on a combination of five subscale of statistics anxiety. The significant predictor variables are based on a combination of four individual characteristics of preparing homework, preparing for test metacognitive self-regulation and source management. Implications for statistics anxiety reduction as a procrastination intervention are discussed.