Ali Hamdan Kafi - Ph.D. student, Department of Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
Zahra Yousefi - Assistant professor, Clinical Psychology Group, Education and Psychology Department, Islamic Azad University, Isfahan (khorasgan) branch, Isfahan, Iran
Radhi Hassan Obaid - Department of Psychological Counseling and Educational Guidance, Al-Qadisiyah University, Qadisiyah, Iraq
Ilnaz Sajjadian - Associate Professor, Department of Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran

Objective: The aim of this research was to predict school anxiety based on procrastination, attachment to parents, and personality traits among students in Diwaniyah city, Iraq.Methods and Materials: This study was descriptive and correlational. The statistical population consisted of both female and male students from Diwaniyah. The sample was selected through convenience sampling, including ۳۰۰ students of both genders. The research instruments were the researcher-made School Anxiety Scale, Solomon and Rothblum's (۱۹۸۴) Academic Procrastination Questionnaire, Armsden and Greenberg's (۱۹۸۷) Inventory of Parent and Peer Attachment, and Costa and McCrae's (۱۹۹۲) Five Factor Personality Questionnaire.Findings: Results indicated that neuroticism and insecure attachment styles to peers and parents have a significant positive relationship with academic procrastination, while secure attachment to parents and peers, openness to experience, and conscientiousness have a significant negative relationship with academic procrastination; extraversion and agreeableness were not related to academic procrastination. Stepwise regression results showed that openness to experience, conscientiousness, and secure attachment style to peers and parents can predict procrastination.Conclusion: It can be concluded that school anxiety can be predicted by procrastination, attachment to parents, and students’ personality traits.Objective: The aim of this research was to predict school anxiety based on procrastination, attachment to parents, and personality traits among students in Diwaniyah city, Iraq. Methods and Materials: This study was descriptive and correlational. The statistical population consisted of both female and male students from Diwaniyah. The sample was selected through convenience sampling, including ۳۰۰ students of both genders. The research instruments were the researcher-made School Anxiety Scale, Solomon and Rothblum's (۱۹۸۴) Academic Procrastination Questionnaire, Armsden and Greenberg's (۱۹۸۷) Inventory of Parent and Peer Attachment, and Costa and McCrae's (۱۹۹۲) Five Factor Personality Questionnaire. Findings: Results indicated that neuroticism and insecure attachment styles to peers and parents have a significant positive relationship with academic procrastination, while secure attachment to parents and peers, openness to experience, and conscientiousness have a significant negative relationship with academic procrastination; extraversion and agreeableness were not related to academic procrastination. Stepwise regression results showed that openness to experience, conscientiousness, and secure attachment style to peers and parents can predict procrastination. Conclusion: It can be concluded that school anxiety can be predicted by procrastination, attachment to parents, and students’ personality traits.