Author: Chandradev Pal
DOI Link: https://doi.org/10.70798/Bijmrd/03100017
Abstract: In contemporary academic environments, procrastination has emerged as a pervasive psychological and behavioral issue that impedes student achievement and well-being. Emotional Intelligence (EI)—the ability to perceive, understand, regulate, and utilize emotions constructively—has gained recognition as a critical psychological construct influencing academic motivation and self-regulation. This article explores the interrelationship between emotional intelligence and academic procrastination from a psychological perspective. Drawing on theoretical frameworks such as Mayer and Salovey’s (1997) model of emotional intelligence and Steel’s (2007) temporal motivation theory, the discussion elucidates how deficits in emotional regulation, self-awareness, and motivation contribute to procrastinatory tendencies. Furthermore, empirical findings are reviewed to highlight EI as a potential predictor of academic procrastination, offering insights for educational psychologists, teachers, and policy-makers seeking to foster emotional resilience and academic discipline among students.
Keywords: Emotional Intelligence, Academic Procrastination, Emotional Regulation, Self-Determination, Student Motivation.
Page No: 132-138