Emotional Intelligence, Academic Procrastination and Stress Among Undergraduate Students: A Correlational Study

Abstract

Emotional intelligence (EI) plays a vital role in students’ ability to regulate emotions, manage stress, and maintain productive academic behaviors. University students often struggle with procrastination and high stress levels, which can negatively impact their academic performance and well-being. This study investigates the predictive relationship between EI, procrastination, and stress among university students. A quantitative research design was employed, utilizing standardized self-report measures to assess EI, procrastination tendencies, and perceived stress levels. Correlation and regression analyses revealed a significant negative relationship between EI and procrastination, indicating that students with higher emotional intelligence are less likely to delay tasks. Additionally, EI emerged as a strong predictor of stress, with emotionally intelligent students reporting lower stress levels. These findings suggest that self-awareness, emotional regulation, and effective coping strategies are key factors in reducing academic procrastination and managing stress. The results highlight the need for universities to incorporate EI development programs, such as emotional regulation training and stress management workshops, to support students in navigating academic challenges. Enhancing emotional intelligence may foster better time management, resilience, and overall psychological well-being. Future research should explore additional psychological variables, such as self-efficacy and motivation, to provide a more comprehensive understanding of the relationship between EI, procrastination, and stress.