The Contribution of Both Personal Traits and Emotional Intelligence in Predicting Academic Procrastination Patterns Among a Sample of Female Students at King Abdulaziz University in Jeddah

Kholoud Al Otaibi, Mohammed Thabet
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Abstract

The study aimed to investigate the impact of personality traits and emotional intelligence on predicting academic procrastination patterns among a sample of female students at King Abdulaziz University in Jeddah. The researcher employed a descriptive correlational methodology to achieve the study objectives. The study sample consisted of 250 female students from various scientific, administrative, humanitarian, and health disciplines at King Abdulaziz University, selected randomly. The researcher utilized Abu Qouidar's (2022) Personality Traits Scale, Ben Amr's (2017) Emotional Intelligence Scale, and Faisal and Saleh's (2018) Academic Procrastination Patterns Scale in the study. The results revealed the most prevalent personality traits among the study sample, with the trait of agreeableness emerging as the most common. The findings also indicated a high level of emotional intelligence among the students. The most common academic procrastination pattern among the study sample was perfectionist procrastination. The results further demonstrated a correlation between personality traits and emotional intelligence. However, no significant correlation was found between personality traits and academic procrastination patterns, except for agreeableness, which exhibited a positive correlation with procrastination patterns. Dedication, on the other hand, showed a negative correlation with academic procrastination patterns. The remaining dimensions of personality traits were not correlated with academic procrastination patterns. Additionally, the results showed an inverse relationship between emotional intelligence and academic procrastination patterns. The findings suggested that certain personality traits (agreeableness, dedication) and emotional intelligence significantly contribute to predicting academic procrastination patterns among female students at King Abdulaziz University in Jeddah.
个人特质和情商在预测吉达阿卜杜勒-阿齐兹国王大学女生学习拖延模式中的作用
本研究旨在调查人格特质和情商对吉达阿卜杜勒-阿齐兹国王大学女生学业拖延模式预测的影响。研究人员采用了描述性相关方法来实现研究目标。研究样本由随机抽取的 250 名来自阿卜杜勒-阿齐兹国王大学各科学、行政、人道主义和健康学科的女学生组成。研究者在研究中使用了 Abu Qouidar(2022 年)的人格特质量表、Ben Amr(2017 年)的情商量表以及 Faisal 和 Saleh(2018 年)的学业拖延模式量表。结果显示了研究样本中最普遍的人格特质,其中 "合意 "特质最为常见。研究结果还表明,学生的情商水平较高。研究样本中最常见的学业拖延模式是完美主义拖延。研究结果进一步表明,人格特质与情商之间存在相关性。然而,除了 "顺应性 "与拖延模式呈正相关外,人格特质与学业拖延模式之间没有发现明显的相关性。而敬业度则与学业拖延模式呈负相关。其余人格特质维度与学业拖延模式没有相关性。此外,研究结果表明,情商与学业拖延模式呈反向关系。研究结果表明,某些人格特质(合群性、敬业精神)和情商对预测吉达阿卜杜勒-阿齐兹国王大学女生的学业拖延模式有显著作用。
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