Investigating the Correlation Between Academic Procrastination With Emotional Intelligence and Self-efficacy in Operating Room Students of Shiraz University of Medical Sciences in 2019

Background and Objectives: Academic procrastination can have an adverse effect on students' educational, communicational, health, and career prospects. Therefore, recognizing the factors affecting academic procrastination among students is essential. The aim of this study was to determine the correlation between academic procrastination with emotional intelligence and self-efficacy among operating room students of Shiraz University of Medical Sciences. Methods: This descriptive cross-sectional correlational study was performed on 95 operating room students of Shiraz University of Medical Sciences. Data collection tools included demographic information questionnaires, academic procrastination questionnaire, Scherer general self-efficacy scale and schutte self-report emotional intelligence scale. Data were analyzed using one-way analysis of variance, Pearson correlation coefficient and simultaneous multiple regression by SPSS software version 21. Results: The Mean±‌SD scores of academic procrastination, self-efficacy and emotional intelligence were 20.6±‌8.7, 63.1±‌9.3 and 119.2±‌17.6, respectively. There was a significant and inverse correlation between academic procrastination with self-efficacy (P‌=‌ 0.001, r‌=‌ -0.339) and emotional intelligence (P‌=‌0.007, r‌=‌ -0.276). The results of regression analysis showed that the model of predicting academic procrastination based on self-efficacy is significant (P‌=‌0.035). Academic procrastination based on emotional intelligence was not significant (P‌=‌0.474). Conclusion: The results of this study show that academic procrastination is less among students with higher self-efficacy and emotional intelligence.