Arab Educational Information Network

This study aimed at recognizing academic procrastination and its relation to achievement motivation and test anxiety among students with learning disabilities. The study sample consisted of (53) male and female students who are joining source rooms in public schools in the capital Amman, aged between (9-11) years old. To achieve goals of the study, the researcher prepared three scales, the first one is academic procrastination scale, the second scale of achievement motivation, the third scale of test anxiety. Acceptable validity and reliability indicators were reached and justified their use for the purposes of the study. The study results showed that the level of academic procrastination for students with learning disabilities was middle on total score for the scale of academic procrastination with average (3,48), the level of achievement motivation came middle on total score for the scale of achievement motivation with average (3,47), the level of test anxiety came middle on total score for the scale of test anxiety with average (3,53). The study results showed that there is no statistically significant correlation between academic procrastination, achievement motivation and achievement anxiety among students with learning disabilities as Pearson correlation coefficient where reached (074.0-). The result showed no statistically significant differences were found in the academic procrastination levels due to relation to achievement motivation, test anxiety and sex variables. The researcher recommends other further studies should be done on academic procrastination on students with learning disabilities with other variables in different environments and different samples. (Published abstract)