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.

Findings on Emotional Intelligence, General 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

University of Michigan - Ann Arbor

Developed by Schutte et al. (1998), this measure of EI contains 33 self-rated items and includes 4 dimensions:
- appraisal of self‐emotions
- appraisal of others' emotions
- regulation of emotions 
- use of emotions

Each item is answered on a five‐point Likert scale (1 = strongly disagree–5 = strongly agree), and the four dimensios are summed to produce an EI score. 

Emotional Intelligence Scale (EIS)

This assessment measures academic procrastination consisting of 2 sections and 44 different items. The first section contains 18 items measuring the incidence of procrastination in activities pertaining to the following six academic areas:
- completing a writing assignment
- studying for an exam
- keeping up with weekly reading assignments
- performing administrative tasks (e.g. filling out forms, registering for classes)
- attending meetings
- performing academic tasks in general.

For each area, the first item measures the frequency of procrastination for the task. The second item measures the degree to which academic procrastination causes a problem, and the third item the willingness of students to decrease their procrastination behavior. All were rated on a scale of 1 (never) to 5 (always).

The second section of the PASS assesses how much each of 26 separate reasons reflects why respondents procrastinated in completing a writing assignment. 


Procrastination Assessment Scale‐Students (PASS)

Participants are given 10 items where each item is rated on a four‐point Likert scale (1 = not at all true–4 = exactly true). A higher score indicates higher self-efficacy. 

General Self‐Efficacy Scale (GSES)

Guo, M., Yin, X., Wang, C., Nie, L., & Wang, G. (2019). Emotional intelligence and academic procrastination among junior college nursing students. Journal of Advanced Nursing, 75(11), 2710–2718. https://doi.org/10.1111/jan.14101

Emotional intelligence and academic procrastination among junior college nursing students

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.

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