Emotional Intelligence, Academic Procrastination and Academic Achievement in Two Tertiary Institutions in South-Western Nigeria

Abstract

Academic achievement is the main measure of the level of education attained, which is meant to achieve the curriculum objective of success and priority. The study investigated effect of emotional intelligence and academic procrastination on academic achievement of students in two Nigerian Universities. The study adopted research survey design. One hundred (100) respondents participated in the study. Two instruments were adapted for the study they are; Emotional  Intelligence Scale and Academic Procrastination Scale. Four hypotheses were formulated and tested. Data obtained was analyzed using Pearson Product Moment Correlation (PPMC) and T-test. Findings revealed that there was no significant relationship between emotional intelligence and academic achievement of students (p>0.05) and there was no significance difference in academic achievement of respondents based on participants’ level of emotional intelligence. Findings also  showed that there was no significant relationship between academic procrastination and academic achievement (p>0.05), and there was no significance difference in academic achievement of participants based on participants’ level of academic procrastination. Itwas therefore recommended that efforts should be made to look into other pressing factors like self-esteem, teacher’s attitude, student’s attitude, parental background among others which may be influencing student’s poor academic achievement.

Key words: Emotional Intelligence, Academic Procrastination, Academic Achievement, University students.