The search aimed to study the possibility of predicting academic procrastination from emotional intelligence and Job satisfaction, as well as to recognize differences attributed to gender and academic specialization in current research variables. The research sample consists of (340) male and female students enrolled in general diploma in faculty of education. Using "T-test" and "regression analysis" some result were reached; among them are: there are statistically significant differences between male and female students in dimensions of "self-confidence", "emotion management", and "emotional intelligence" in favor of male students. There are also statistically significant differences between scientific and literary specializations in dimensions of "self-organization", "self-efficacy", "self-confidence", "self-recruitment for procrastination", "academic procrastination", "empathy", and "social skills" in favor of scientific specialization students. There are also statistically significant differences between the two specializations in dimensions of "emotional awareness", "supervision", "job circumstances", "appreciation", and "salary" in favor of literary specialization students. Academic procrastination can be predicted from "empathy", "emotional management", "social skills", "motivation", "salary", and "colleagues".