The Relationship Between Emotional Regulation and Academic Procrastination Among University Students

Abstract

The literature review defines and ascertains that emotional regulation is a protective factor that has an essential impact on academic procrastination. Emotional regulation can help students regulates their psychological problem and deal with the adverse reactions caused by academic procrastination. It is found that students with high emotional regulation can effectively solve difficulties, cope with academic pressure, and avoid academic procrastination. This study will construct a theoretical and conceptual model of emotional regulation and academic procrastination. Two theories have been utilized in the theoretical framework of this study— the combination of two theories as Self-Determination Theory and B.F.Skinner's Reinforcement Theory of Motivation, which form a basis for explaining academic procrastination. This study proposed a conceptual model composed of three sub-constructs of emotional regulation raised by Daniel Goleman of emotional intelligence and three sub-constructs of Davidson's academic procrastination. The conceptual framework helps to explain the relationship between emotional regulation and academic procrastination. This theoretical and conceptual model will guide educators and policymakers to develop an intervention for procrastination, such as "Harnessing emotions productively," whereby students are more responsible and able to focus on the task, control themselves, and less impulsive in their behavior.