Abstract :
The research explores anticipatory anxiety among university students in Lahore, examining its relationship with academic burnout, time management skills and academic performance. Correlational research design was used. Data was gathered from 312 students across private universities. For assessment, Hamilton Anxiety Rating Scale (Max Hamilton, 1959), Copenhagen Burnout Inventory- Student Version (Kristensen, Borritz and Villadsen, 2005), Achievement Goal Questionnaire- R (Elliot, Murayama, 2008), Time Management Questionnaire (Bruce K Britton, Abraham Tesser, 1991) were used. Pearson product moment correlation, independent sample t- test was applied. Results found that anticipatory anxiety did not show significant relationship with time management skills. Anticipatory anxiety was weakly negatively correlated with the academic performance. Hamilton Anxiety Rating Scale was significantly positively correlated with academic burnout. Academic burnout was likely to have significant negative effect on academic performance. Time Management Skills is likely to have significant positive effect on academic performance. The study concludes that anticipatory anxiety is driven by academic stress, anxiety that impact university student’s mental health, potentially leading to increased anxiety and distress. The study suggests future research should include more diverse sample and longitudinal approach to better understand these dynamics.