Systematic Review of Academic Procrastination in Students: Psychological and Environmental Factors

• Aruanti Kurnia Dewi

  Indonesia University of Education

  Author

This article presents a systematic review of the literature on academic procrastination in students, focusing on the identification and analysis of psychological and environmental factors that influence it. Academic procrastination, defined as the deliberate delay in starting or completing academic tasks despite awareness of the negative consequences, is a common problem that significantly impacts students' performance and mental well-being. This review comprehensively examines the relevant literature to clearly define academic procrastination, map its aspects (such as procrastination, study avoidance, or poor time management), and identify key behavioral indicators (e.g., late assignment submission, poor exam grades, or subjective reports of guilt and anxiety). Psychological factors explored include poor self-regulation, anxiety about failure, perfectionism, and intrinsic motivation; while environmental factors include teaching style, social support, and classroom climate. The primary objective of this review is to synthesize the findings from existing studies to provide a deeper understanding of the mechanisms behind academic procrastination. The results are expected to inform the development of more effective and targeted interventions to help students overcome procrastination and improve their academic success.

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