Emotional Intelligence, Life Satisfaction and Academic Procrastination among College Students.

Abstract

This quantitative study looks into the complex links between emotional intelligence, life satisfaction, and academic procrastination among college students in India. A sample of 200 students from diverse colleges completed standardized assessments to assess emotional intelligence (Trait Emotional Intelligence Questionnaire-Short Form), life satisfaction (Satisfaction with Life Scale), and academic procrastination (Lay's General Procrastination Scale). The findings show a substantial positive relationship between emotional intelligence and life satisfaction, implying that students with higher emotional intelligence had more life satisfaction. In contrast, there is a significant negative association between life satisfaction and academic procrastination, indicating that students who are more content with their lives postpone less. Furthermore, mediation analysis with Hayes' PROCESS macro demonstrates that life satisfaction strongly mediates the association between emotional intelligence and academic procrastination. The findings have significant implications for educators, counsellors, and policymakers, emphasizing the importance of developing treatments that boost emotional intelligence and life satisfaction in order to improve college students' academic achievement and well-being.