Undergraduate students' academic procrastination: Its relationship with emotional intelligence and academic motivation

πίνακας εξωφύλλου: Μ. Τσιβά
PDF (ελληνικά)
Published: Apr 2, 2022
DOI: https://doi.org/10.12681/hjre.29128
Keywords:
Academic motivation academic procrastination emotional intelligence undergraduate students.
Αικατερίνη Βάσιου
Academic Staff-EDIPDepartment of Primary EducationFaculty of Social Sciences and HumanitiesUniversity of Western MacedoniaFlorina-Greece
https://orcid.org/0000-0002-4648-2127
Σταυρούλα Καλδή
Πανεπιστήμιο Θεσσαλίας
https://orcid.org/0000-0001-8773-2949
Ευστάθιος Ξαφάκος
Πανεπιστήμιο Θεσσαλίας
Abstract

Academic procrastination although is mainly affected by cognitive factors seems to be also affected by other factors such as cognitive-emotional abilities and motivation for learning. The aim of the study was to investigate the relationship between academic procrastination and emotional intelligence and academic motivation. Participants were 108 Greek undergraduates of the Department of Primary Education from University of Western Macedonia. They completed a questionnaire consisted of the Procrastination Assessment Scale for Students, Wong and Law Emotional Intelligence Scale and Academic Motivation Scale. The results showed a negative relationship between emotional intelligence abilities and academic procrastination and a positive relationship between internal regulation and academic procrastination. In addition, self-emotion appraisal, use of emotion and internal regulation predict lower levels of academic procrastination. In general, the results support the beneficial effects of emotional intelligence and autonomous motivation on academic procrastination and they could contribute to the way university departments organize their curricula as well as to the role of university teachers in highlighting the subject of study, in order to reinforce students’ academic achievement.

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Author Biography
Αικατερίνη Βάσιου, Academic Staff-EDIPDepartment of Primary EducationFaculty of Social Sciences and HumanitiesUniversity of Western MacedoniaFlorina-Greece

EMOTIONAL DEVELOPMENT 

MORAL DEVELOPMENT

AFFECT IN THE CLASSROOM

STUDENTS' MOTIVATION

TEACHERS' MOTIVATION

EMOTIONAL INTELLIGENCE 

POSITIVE PSYCHOLOGY

 

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