Procrastination, Perceived Stress and Emotional Intelligence in Young Adults

Abstract

The study of procrastination, perceived stress and emotional intelligence navigates the complexities of academic, personal, and professional spheres, for young adults where they often encounter such obstacles. An individual's subjective perception of stress experienced within a specific timeframe, coupled with their capacity to recognize, understand, regulate, and

effectively utilise emotions, often intertwines closely with the outcomes of procrastination behaviours. The present study aimed to investigate the relationship between procrastination, perceived stress, and emotional intelligence in young adults, with perceived stress and emotional intelligence being potential determinants of procrastination. The participants of this study consisted of 140 men and women, within the age range of 18-25 years. The participants were assessed by using three scales, namely, the Irrational Procrastination Scale (Steel, 2010), Perceived Stress Scale (Cohen, Kamarck, and Mermelstein 1983), and Trait Emotional Intelligence Questionnaire-short form (Petrides and Furnham 2001). Pearson's product- moment correlation and linear regression were used to assess the relationship between procrastination, perceived stress and emotional intelligence. Results revealed that there was a statistically significant positive correlation between Perceived Stress and Procrastination (r =

0.50), and a statistically significant negative correlation between Procrastination and Emotional Intelligence (r = -0.40) and Perceived stress and Emotional Intelligence (r = -0.49). The linear regression yielded non-significant results. This suggests that Perceived Stress and Emotional Intelligence do not serve as strong predictors of procrastination within the context of this study. In conclusion, understanding the relationship between these constructs is crucial for fostering psychological well-being and productivity in young adults.