Methods: Methodology was descriptive-correlation. Through students of Kashan University of Medical Sciences in academic year 2016-2017, 300 participants; from faculties of dentistry (14 students), medicine (144 students), paramedic (44 students), nursery (65 students) and hygiene (33 students) were multiple cluster sampling selected. Data were collected using questionnaires of Solomon & Rothblum, s academic procrastination, Bar-on, s emotional intelligence and Luthans & et al, s psychological capital and analyzed by Pearson correlation and stepwise multiple regression.

Results: There is significant and negative relationship between emotional intelligence and the components of self-efficacy, hopeful, resiliency and optimism with academic procrastination (P< 0.01). Emotional intelligence predict positively and significantly the components of psychological capital and the components of psychological capital mediate between emotional intelligence and academic procrastination (P< 0.01).

Conclusions: The mediating role of psychological capital in relationship of emotional intelligence and academic procrastination is partial. Psychological capital reduces the effect of emotional intelligence on procrastination, but this effect was partial and the relationship of emotional intelligence and academic procrastination remained significant. Therefore, in order to reduce procrastination of students and to prevent pathologic effects of low emotional intelligence in educational problems, it may be useful to improve emotional intelligence and promote psychological capital.