The influence of gender on personality variables conditioning learning: Emotional intelligence and academic procrastination

Abstract

This research analyses the relationship between academic procrastination and emotional intelligence taking also into account the gender and age influence. Psychology undergraduates from the UAB (Universitat Autónoma de Barcelona, Spain) and the UIB (Universitat de les Illes Balears, Spain), 45 males and 147 females constituted the sample of the study. Academic procrastination was assessed by means of the D scale (CLARIANA & MARTÍN, 2008) and emotional intelligence by means of the EQ–i (BAR–ON, 1997). The results show that academic procrastination has a significant negative relationship with intrapersonal intelligence, emotional quotient and mood. Moreover, female students scored significantly higher than males both in intrapersonal and interpersonal Intelligence while males obtained higher scores in both stress management and adaptability.

Keywords

• Emotional Intelligence
• Academic Procrastination
• Gender