Üniversite Öğrencilerinde Duygusal Zekâ ile Okul Doyumu İlişkisinde Akademik Mükemmeliyetçilik ve Ertelemenin Sıralı Aracılığı

This study aimed to identify the serial mediating roles of academic perfection and academic procrastination on the relationship between emotional intelligence and school satisfaction. The study participants comprised of 309 volunteer university students, of whom 58.9% were females and 41.1% were males. The data were gathered via Emotional Intelligence Questionnaire- Short Form, Academic Perfectionism Scale, Tuckman Procrastination Scale, and Satisfaction with Schooling Scale. A bootstrapping based serial multiple mediation model was tested via PROCESS. The findings indicated that academic perfection and academic procrastination act as serial mediators between emotional intelligence and school satisfaction, meaning that students with increased emotional intelligence have a lower tendency toward academic perfection. This, in turn, findings in a decrease in academic procrastination and an increase in school satisfaction. The study was discussed with the related literature and the implications were given to educational scientists and psychological counsellors.