Abstract
This paper delves into the intricate relationship between conscientiousness, procrastination, and growth mindset, offering a comprehensive exploration of how these psychological factors interact to shape task management behaviors and academic outcomes. Drawing from seminal studies, including research by John Wiley & Sons and David, this paper explores the hierarchical interplay between conscientiousness and procrastination traits, where conscientiousness acts as a higher-order factor influencing specific procrastination behaviors. This research delves into the pivotal role of accountability as a mediator, showcasing how fostering responsibility can mitigate procrastination tendencies among students. The introduction of the growth mindset as a moderator reveals the potential for proactive strategies to combat procrastination. Furthermore, the identification of physiological anxiety as a potential underlying mechanism adds a novel dimension, emphasizing the intricate interplay between psychological and physiological responses to task-related stressors. These findings collectively inform the design of evidence-based interventions that empower individuals to conquer procrastination, enhance task management skills, and achieve academic success.
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