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This study was performed to discover the influence of rumination and worry, test anxiety and procrastination on the educational attainment of the students of the university. The descriptive survey research method was used for conducting the research. The technique of stratified random sampling was used to select 400 students from the 7th and 8th semesters of fall, 2018 from four public sector universities of the Hazara Division. The ruminative responsive scale developed by Treynor, Gonzalez and Nolen-Hoeksema, (2003), Test anxiety developed by Nest and Diehl (1990), and Abu Ghazal (2012) scale of academic procrastination was adopted as data collection instruments. Regression analyses, coefficient of correlation, mean, and standard deviation was applied for the analysis of data. The results of the study found that test anxiety is greater among students of the university. It was established that rumination and worry, academic procrastination and test anxiety has a significant positive relationship among each other. Further, it was indicated that test anxiety and academic procrastination has significant impact on educational attainment.

Effect of Rumination and Worry, Test Anxiety, and Academic Procrastination on Academic Achievement of Pakistani University Students