Academic Procrastination As A Predictor Of Emotional Regulation Among University Students

Abstract

This study investigates the relationship between academic procrastination and emotional regulation among undergraduate and postgraduate students at Veer Kunwar Singh University, Ara. Using Pearson's correlation and simple linear regression, the research examines how these variables interrelate and whether academic procrastination predicts emotional regulation. A sample of 400 students, aged 18 to 25, was analyzed, revealing a strong positive correlation (r = 0.932) among undergraduate students and a slightly lower correlation (r = 0.784) among postgraduate students. The findings indicate that increased academic procrastination is associated with higher levels of emotional regulation, suggesting that students may develop coping strategies to manage stress. Interventions aimed at improving emotional regulation skills are recommended to mitigate procrastination behaviors and enhance academic performance. The study emphasizes the importance of integrating emotional regulation strategies in educational frameworks to promote student well-being and academic success.