AIMS

To explore nursing students' academic procrastination and its relationship with emotional intelligence (EI) and self-efficacy, and self-efficacy's mediation of the relationship between EI and academic procrastination.

BACKGROUND

Academic procrastination can lead to a range of negative outcomes. Previous researches have suggested EI and self-efficacy are associated with academic procrastination, but the underlying mechanism of the relationships between them is not clear. Therefore, it is important to determine how these two factors affect academic procrastination.

DESIGN

A cross-sectional survey.

METHODS

A convenience sample of 347 nursing students was recruited from two junior colleges in Jinan City, Shandong Province, China.

RESULTS

Emotional intelligence and self-efficacy were negatively associated with academic procrastination. Furthermore, self-efficacy mediated the relationship between EI and academic procrastination.

CONCLUSIONS

Students who report lower EI and self-efficacy may be at a higher risk of academic procrastination. One way of weakening individuals' procrastination is to strengthen their EI. Another is to help them believe in their abilities rather than fear failure in achieving their goal. Focusing more on these influencing factors can help nursing educators develop intervention measures aimed at decreasing students' procrastination behaviour, such as through EI and self-efficacy training.

IMPACT

The findings from the current study could have important implications for nursing education. That is, students who report lower EI and self-efficacy may be at a higher risk of academic procrastination. A larger focus on these influencing factors can help nursing educators and consultants develop intervention measures aimed at decreasing students' procrastination behaviour.