Influence of emotional intelligence, satisfaction with studies, academic self-efficacy and trait anxiety on academic procrastination in psychology students: A multiple regression analysis
DOI:
https://doi.org/10.35588/8y821m43Keywords:
academic procrastination, multiple regression, university students, multivariate analysis, higher educationAbstract
This study explores the relationship between academic procrastination and several psychological factors—emotional intelligence, academic self-efficacy, study satisfaction, and trait anxiety—in university psychology students. A cross-sectional, non-experimental design was used, involving 888 participants from a private university in Lima, Peru. The results from multiple regression analysis indicate that these variables collectively explain 30% of the variance in academic procrastination, with significant contributions from each factor. Emotional intelligence, academic self-efficacy, and study satisfaction showed negative relationships with procrastination, suggesting that higher levels in these areas are associated with reduced procrastination tendencies. Conversely, trait anxiety positively predicted procrastination, aligning with findings that link high anxiety to task avoidance. These findings underscore the importance of emotional and motivational resources in academic settings, implying that interventions fostering emotional regulation, self-efficacy, and satisfaction with studies could help mitigate procrastination behaviors. This study provides insights into the factors influencing procrastination and highlights the need for holistic approaches to address academic delay tendencies in higher education.
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