Author: Chandradev Pal
DOI Link: https://doi.org/10.70798/PP/020300053
Abstract: Procrastination, particularly in academic and professional contexts, has long been recognized as a pervasive behavioral challenge that undermines productivity, performance, and psychological well-being. Traditionally viewed as a failure of time management or selfdiscipline, contemporary research increasingly conceptualizes procrastination as an emotion-driven phenomenon rooted in difficulties of emotional regulation and self-control. This article examines procrastination through the lens of emotional intelligence (EI), proposing that the capacity to perceive, understand, regulate, and utilize emotions plays a central role in shaping task-related behavior. Drawing upon theoretical perspectives from psychology, including self-regulation theory, emotion regulation frameworks, and motivational models, the study explores how emotional processes influence procrastination and how EI can serve as a transformative mechanism for converting intention into action. The discussion highlights key components of emotional intelligence—emotional awareness, regulation, motivation, empathy, and social skills—and their implications for overcoming avoidance behaviors. The article further addresses the impact of EI on well-being, academic performance, and behavioral consistency, while also considering practical interventions and challenges in implementation. Ultimately, the study argues that bridging the gap between emotion and action requires a deeper integration of emotional competencies into educational and personal development frameworks.
Keywords: Procrastination, Emotional Intelligence, Emotion Regulation, Self-Regulation, Academic Behavior.
Page No: 419-425