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.