Beyond emotional intelligence: Examining problematic social media use, procrastination, and the moderating role of self-control

Abstract

Problematic social media use and academic procrastination have become widespread behavioral concerns among Generation Z students, particularly within highly digitalized learning environments. Emotional intelligence is generally regarded as a psychological resource that helps individuals manage unpleasant emotions. Yet, it remains uncertain whether it can curb maladaptive digital behavior amid fast-reward, addictive social media features. This research examines the moderating role of self-control among Indonesian Gen Z students, as well as the effect of emotional intelligence on problematic social media use and procrastinating behavior. Data were gathered from 211 university students through a 35-item Likert-scale questionnaire. Analysis relied on Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings indicate that emotional intelligence considerably reduces procrastinating behavior, yet does not meaningfully curb problematic social media use. Importantly, self-control substantially moderates the link between emotional intelligence and both procrastination and problematic social media use. Here, our findings imply that without adequate self-control, emotional intelligence alone cannot prevent maladaptive digital behavior. The study therefore recommends that educational institutions pair emotional regulation programs with self-control training, digital discipline strategies, and screen-time management initiatives to reduce digital-behavior risks and boost student productivity.