@conference{
author = "Micić, Isidora and Jolić Marjanović, Zorana",
year = "2023",
abstract = "Academic procrastination is defined as a tendency to needlessly put off or delay intended
activities related to school/college, such as studying or exam taking. Procrastination is often
accompanied by negative emotional experiences, which are supposedly less pronounced in
individuals with higher emotion management ability, as one of the most important aspects of
emotional intelligence (EI). This study sought to (a) examine the relationship between
academic emotions (both positive and negative) and academic procrastination, and (b)
determine the role that EI plays within this relationship. Study sample consisted of 281 high
school students from Serbia (Mage = 84.3 % female). All participants self-assessed academic
emotions (AEQ), academic procrastination (APS), and trait EI (TEIQue-AF); they were also
administered with two ability EI tests, measuring emotional vocabulary (VET) and emotional
management (TUE). Prior to other analyses, a factor analysis revealed a tripartite structure of
the AEQ: School helplessness, School dissatisfaction, and School fulfillment. A total of six
mediation analyses were applied, with one of these three AEQ factors serving as a predictor,
trait or ability EI alternatively inspected as a mediator, and academic procrastination as a
criterion. Results of these analyses have confirmed that both School helplessness and School
dissatisfaction were positively, while School fulfillment was negatively related to academic
procrastination. In addition, trait EI served as a partial mediator of this relationship, while the
same mediation effect was absent for ability EI. Finally, trait EI also negatively directly affected
academic procrastination. Our current findings give support for further and more detailed
examination of mutual relationships between emotions experienced at school, tendency to
procrastinate, and EI. Such studies would improve our understanding of the effects that
students’ emotions have on their engagement in school obligations, and thus outline possible
pathways to reduce procrastination.",
publisher = "Odsjek za psihologiju Filozofskog fakulteta Sveučilišta u Zagrebu",
journal = "26. Dani Ramira i Zorana Bujasa",
title = "Academic emotions and procrastination in adolescents: can emotional intelligence buffer effects of negative emotions in school?",
pages = "97-97",
doi = "10.17234/DRZB26"
}
