Author: Chandradev Pal
DOI Link: https://doi.org/10.70798/Bijmrd/04020048
Abstract : Academic procrastination is a pervasive and complex phenomenon that affects students across educational levels, often leading to diminished academic performance, increased stress, and compromised psychological well-being. While traditional approaches have focused primarily on time management and behavioral interventions, emerging research highlights the critical role of emotional processes in procrastinatory behavior. This article explores the potential of emotional intelligence (EI) development as a transformative strategy for reducing academic procrastination. Drawing upon theoretical frameworks from psychology and education, the study examines how emotional awareness, regulation, motivation, empathy, and social skills contribute to self-regulation and task engagement. By integrating insights from emotional intelligence theory and self-regulated learning, the paper argues that enhancing EI can address the underlying emotional barriers that lead to procrastination. The discussion also considers practical applications in educational settings, challenges in implementation, and implications for future research. Ultimately, the study underscores the importance of fostering emotional competencies as a holistic approach to improving academic behavior and student success.
Keywords: Academic Procrastination, Emotional Intelligence, Self-Regulation, Student Well-Being, Academic Performance.
Page No: 384-391