Correlates of Anxiety, Stress, Procrastination, and Emotional Reactivity in College Students

The transition to college represents a critical developmental phase characterized by increased academic demands, evolving social roles, and heightened expectations for future career success. While this period offers opportunities for personal growth, it also exposes students to a range of psychological challenges. Among these, anxiety and stress are particularly prevalent, often influencing students’ emotional and behavioral functioning. Procrastination, a common self-regulatory failure, frequently emerges as a maladaptive coping strategy in response to stress and anxiety. Emotional reactivity, reflecting the intensity and sensitivity of emotional responses, further contributes to difficulties in managing academic and personal demands. Although these constructs have been studied individually, there is a need to understand their combined influence, particularly in the Indian college context. The present study aimed to examine the interrelationships among anxiety, stress, procrastination, and emotional reactivity, as well as to explore gender differences in these variables among college students. A sample of 302 students (192 females and 110 males) aged between 18 and 25 years was selected using convenience sampling from colleges in Pune. Data were collected using standardized self-report measures, including the Generalized Anxiety Disorder Scale (GAD-7), Perceived Stress Scale (PSS-10), General Procrastination Scale (GPS), and Emotional Reactivity Scale (ERS-21). Statistical analyses included descriptive statistics, Pearson product–moment correlation, and independent samples t-tests. The findings indicated that students experienced moderate levels of anxiety, stress, procrastination, and emotional reactivity. Correlation analysis revealed significant positive relationships among all variables. Anxiety was strongly associated with stress and showed moderate correlations with procrastination and emotional reactivity. Stress demonstrated strong relationships with both procrastination and emotional reactivity, suggesting its central role in influencing behavioral and emotional outcomes. Emotional reactivity was also positively associated with procrastination, indicating that individuals with heightened emotional sensitivity may be more prone to delaying tasks. Gender differences were observed, with male students reporting significantly higher levels of anxiety and stress compared to female students. However, differences in procrastination and emotional reactivity were not statistically significant. These findings suggest that male students may experience greater internal distress, possibly due to performance-related pressures and lower tendencies to seek emotional support. Overall, the study highlights the interconnected and cyclical nature of psychological distress among college students. Stress appears to function as a key factor linking emotional and behavioral difficulties. The findings underscore the importance of adopting integrated intervention approaches that focus on stress management, emotional regulation, and reduction of procrastination. Such interventions can play a crucial role in enhancing students’ psychological well-being and academic functioning. Despite its contributions, the study is limited by its cross-sectional design and use of convenience sampling. Future research should consider longitudinal designs and more diverse samples to further explore these relationships.