This study is aimed at studying the impact of perfectionism, emotional intelligence, and procrastination on the academic performance of students in the educational program «Psychological Counseling» at Narxoz University. The study utilized the Irrational Procrastination Scale (IPS), the Emotional Intelligence Questionnaire (EmIn), the Multidimensional Perfectionism Scale (MPS), and Spearman's correlation coefficient to analyze the relationships between the variables.

The results indicate that perfectionism demonstrates a weak positive correlation with academic performance, which may be associated with the influence of striving for high results, increased motivation, and students' concentration on achieving their goals. Procrastination showed a moderate positive correlation with academic performance, which can be explained by the possible adaptive aspects of strategic task postponement. Such procrastination allows students to focus and work more efficiently under time constraints. At the same time, emotional intelligence exhibited a weak and statistically insignificant relationship with academic performance, suggesting its indirect influence through stress management, emotion regulation, and the development of interpersonal skills.

The findings indicate that students' individual characteristics have varying impacts on their academic achievements. These results highlight the need to develop student support programs aimed at managing procrastination, fostering adaptive forms of perfectionism, and enhancing emotional competence. Such programs may contribute not only to improved academic results but also to the strengthening of students' psychological well-being, which is especially important in the process of professional training.