Emotional Intelligence And Academic Procrastination

College Students’ emotional intelligence and procrastinate are hot topics in the field of College Students’ psychological health education and management of psychological research. However, due to complexity of its structure and multi-dimension, the relationship between the two in particular lack empirical research to explore mechanism. But the cultivation of College Students’ mental health and adapting to the requirements of modernization of high-quality comprehensive talents are to be solved, an urgent need theorists to increase exploration efforts.Through the research on relationship between College Students’ emotional intelligence and academic procrastination, both for political education workers in universities on how to reduce the College Students’ academic procrastination and promote students’ academic,it can provide the theory basis for smooth completion, also can enrich theoretical research on procrastination. This researcher used questionnaires to study emotional intelligence, measured by the Chinese University of Hong Kong Wong and Law of questionnaire;academic self-efficacy questionnaire adopted Liang Yu Chung, Central China Normal University, Moderating reference Pintrich and De Groot(1990) compiled the questionnaire;achievement motivation questionnaire adopted the one which is compiled by the Norwegian scholar Gjesme Nygard in 1970, and revised questionnaire by Ye Renmin and Hagtvet in 1988;academic procrastination adopted the one which is complicated by Solomon and Rothblum(1984),Chen Hongli(2009) has carried on the revision of the questionnaire. 500 college students of 5 universities are from Hunan Normal University, Changsha University of Science and Technology, Business school of Hunan,Central South University, Hunan University as a sample, the research mainly involves three aspects: Emotional Intelligence has a negative effect on academic procrastination; Academic Self-efficacy plays a mediating role between emotional intelligence and academic procrastination of college students;Achievement motivation plays a negative regulating role in emotional intelligence and academic procrastination of college students.By using the SPSS statistical software, through correlation analysis, factor analysis, regression analysis, intermediary and moderating effect test and other statistical techniques, the results show that:1.Emotional Intelligence on academic self-efficacy has a significant positive effect, β =0.581,p<0.01;2.Emotional Intelligence has a significant negative effect on academic procrastination, β=-0.313,p<0.01;3.Academic Self-efficacy of academic procrastination has significant negative effect,β=-0.327,p<0.01; 4.Academic Self-efficacy plays a mediating role in emotional intelligence and academic procrastination of college students,beta coefficient is reduced by 0.127;5. Achievement Motivation negatively regulates the relationship between emotional intelligence and academic procrastination of college students,β=-0.214,p<0.01.Analysis and discussion show that: 1.The higher the emotional intelligence, the higher the level of academic self-efficacy;2. high emotional intelligence of College students have less academic procrastination;3. the sense of academic self-efficacy of high college students have less academic procrastination; 4. Academic Self-efficacy plays a mediating role in emotional intelligence and academic procrastination of college students;5. college students with the level of low achievement motivation, the relationship between emotional intelligence and academic procrastination negative relationship will be more obvious.