ACADEMIC COMPETENCE, PERCEIVED TEACHER-STUDENT RELATIONSHIP, AND PROCRASTINATION IN UNIVERSITY STUDENTS

Abstract

This study examined the relationship between academic competence, perceived teacher-student relationship, and procrastination among university students. Two hypotheses were tested: (1) significant relationships exist between academic competence, perceived teacher-student relationship, and procrastination; (2) academic competence predicts perceived teacher-student relationship and procrastination. A total of 300 students (151 males, 149 females) from Gujranwala, Lahore, and Sialkot participated via convenience sampling. Data were collected using the Academic Competence Scale, Student-Instructor Relationship Scale, and Student Procrastination Scale. A cross-sectional design and regression analysis were employed. Results supported both hypotheses, showing significant correlations (p < .05) and that academic competence significantly predicts teacher-student relationship quality and procrastination (p < .05). These findings highlight the impact of psychological and psychosocial factors on student behavior.