<p>A prevalent issue among geriatric nursing students is academic procrastination, which is associated with anxiety symptoms and mental health disorders. It is imperative to investigate potential protective factors between academic procrastination and anxiety symptoms among geriatric nursing students. The purpose of this study is to explore whether mindfulness mediates the relationship between academic procrastination and anxiety symptoms, while also examining whether resilience moderates the mediation model. The cross-sectional analysis was conducted on 391 geriatric nursing students recruited from Heze, China, who completed validated online questionnaires for the study. The following tools were used: the Chinese version of the Aitken Procrastination Inventory, the Mindful Attention and Awareness Scale, the Connor-Davidson Resilience Scale-10 item, and Zung’s Self-Rating Anxiety Scale. Descriptive analyses, Pearson correlation, and multivariate regression analyses were also performed. Additionally, the PROCESS macro in SPSS was employed to analyze the mediating and moderated mediating model. The results of mediation analysis revealed that mindfulness mediated the relationship between academic procrastination and anxiety symptoms (indirect effect: B = 0.035; 95% CI: 0.007, 0.070). Furthermore, the indirect effect of the mediation model was moderated by resilience (mindfulness × resilience-anxiety symptoms: B = 0.183, 95% CI: 0.100, 0.266). The findings have implications for improving mindfulness to lower the association between academic procrastination and anxiety symptoms. Besides, the results provide a basis for further research into the mechanisms through which resilience might mitigate the mediating model.</p>