Empirical research confirms the direct effects of emotional intelligence (EI) and general self-efficacy on academic procrastination. Furthermore, evidence indicates that general self-efficacy mediates the relationship between emotional intelligence and academic procrastination, highlighting the crucial role that general self-efficacy plays in influencing procrastination behaviors.

University of Michigan - Ann Arbor

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EI, appraisal of self‐emotions, appraisal of others' emotions, regulation of emotions and use of emotions had low negative correlations with academic procrastination, the frequency of procrastination for a given task, and the degree to which academic procrastination causes a problem. Additionally, self‐efficacy had low negative correlations with academic procrastination, the frequency of procrastination for a given task, and the degree to which academic procrastination causes a problem.

Furthermore, EI, appraisal of self‐emotions, appraisal of others' emotions, regulation of emotions and use of emotions had moderate positive correlations with self‐efficacy


Multilinear Regression showed both EI and self‐efficacy were negatively associated with academic procrastination.

Correlation Analysis for EI, Self-Efficacy, and Academic Procrastination

The total effect of EI on academic procrastination was −0.208, and the direct effect of EI on academic procrastination was −0.135. The indirect effect of EI on academic procrastination through self‐efficacy was −0.072

Mediation effect of self‐efficacy on EI and academic procrastination

Guo, M., Yin, X., Wang, C., Nie, L., Wang, G.: Emotional intelligence an academic procrastination among junior college nursing students. J. Adv. Nurs. 75(11), 2710–2718 (2019)

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