Systematic Review Study on Emotional Intelligence, Academic Self-concept and Academic Procrastination

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DOI: https://doi.org/10.5281/zenodo.19625020

Shivanshi Mishra and Neerja Pandey (AIBAS, Amity University Uttar Pradesh, Lucknow Campus, Uttar Pradesh)

Emotional intelligence, academic self-concept and academic procrastination or important psychological constructs that influence students’ academic behaviour and learning outcomes. Emotional intelligence refers to an individual’s ability to pursue, understand and regulate emotions effectively in one and others while academic self-concept reflects students’ perception and belief about their academic abilities and competence. Academic procrastination, on the other hand, refers to the tendency to intentionally delay academic tasks such as studying, completing assignments or preparing for examinations despite being aware of possible negative consequences. Over the years, researchers have increasingly emphasized the role of emotional and cognitive factors in shaping students’ engagement with academic tasks and their overall academic performance. Previous results suggest that students with higher levels of emotional intelligence are better able to regulate stress, manage negative emotions and maintain motivation when dealing with academic challenges. Similarly, students who possess positive academic self-concept tend to demonstrate greater confidence, persistence and involvement in learning activities. In contrast, academic procrastination has been associated with emotional regulation difficulties, low academic confidence and ineffective management strategies. The present review aims to examine and synthesize existing research on the relationship among emotional intelligence academy self-concept and academic procrastination. Using a systematic review approach guided by the PRISMA framework, studies from both Indian and international contexts were examined to understand how the psychological construct interacts with academic settings. The review indicates that emotional intelligence contributes to affective emotional regulation and coping strategy concepts and reduces the tendency to procrastinate. Importance of emotional competencies and positive academic self-perception in promoting better academic engagement and reducing procrastination behaviour among students.