Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Procrastination is a widespread phenomenon in academic settings. It has been studied from many different theoretical angles, and a variety of causes and consequences have been suggested. Recent studies support the notion that academic procrastination can be seen from a situational perspective and as a failure in learning self-regulation. It suggests that interventions should address situational as well as deficits in self-regulation to help students overcome their procrastinating tendencies. The present review examined the recent literature on causes and consequences of academic procrastination and the limited number of studies of academic interventions for academic procrastination. Findings of this review strengthen the need to further study the topic of academic interventions for academic procrastination and to develop effective interventions. At the end of this review, several suggestions for the development of academic interventions are outlined.

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Teachers in hospitals are a unique phenomenon. Their students are sick, hospitalized children with a range of physical, emotional, and cognitive needs. Teachers are expected to be dynamic, flexible, creative, open-minded, and efficient to function in the most appropriate manner. However, a recent study showed that these teachers tend to procrastinate on some of the most common tasks that teachers perform on a daily basis in the regular school system. The present study was an initial investigation into the reasons for procrastination in teachers who work in two hospitals in Israel. Thirty-two teachers were interviewed. The findings indicated that the primary reason for procrastination among teachers in the hospital was professional role ambiguity, with emotional factors and situational determinants which were identified. Future research should further explore reasons for procrastination in the workplace, in general, and its association with professional role ambiguity specifically.

Hospital teachers work in a unique educational milieu that serves hospitalized children. In order to meet these children's educational needs, teachers are expected to display high emotional abilities that will allow them to be creative, flexible and innovative, and able to work in distressing situations. For this reason a 30-hour Emotional Intelligence academic course for hospital teachers was developed and conducted, based on the revised theoretical framework of Mayer, Caruso & Salovey (2016). This mixed methods research study examined 50 hospital teachers who participated in this 10-week course, using a pre-and post-questionnaire, focus groups, semi-structured interviews and a final paper with a reflective summary. All training materials and examples were geared towards working with hospitalized children. Findings indicated an overall increase in the ability of hospital teachers to identify, understand and regulate their emotions from the beginning to the end of the training. Further results indicated that teachers felt the course increased their emotional self-awareness and understanding of emotions, as well as empathic feelings towards their students. In addition, they felt that the course was too short, and that they needed more practice in order to master these emotional abilities. This research contributes to the growing literature on the importance of Emotional Intelligence skills in teachers, and specifically in teachers who work in hospitals and other special education settings.

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Research has shown that teachers` self-efficacy and empathy are two of the most important variables consistently related to outcomes of positive teaching and student learning. Emotional self-efficacy refers to peoples' judgment regarding their own capacity to process emotional information accurately and effectively. It is considered a powerful variable affecting the emotional state of individuals and their performance. The main objective of the present study was to examine to what extent emotional self-efficacy predicts teachers` self-efficacy and empathy in teachers. Findings indicated that emotional self-efficacy predicts both empathy and teachers` self-efficacy. These results contribute to the growing body of literature maintaining that in order to practice and succeed in the complex and demanding school milieu, teachers must develop not only their teaching skills, but the emotional capacity required to enhance their resilience, their survival and their ability to innovate.

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