Academic procrastination: A systematic review of causal factors and interventions

Abstract

Academic procrastination remains a significant barrier to student success, impacting both academic performance and mental health. This systematic review addresses the core factors contributing to academic procrastination, including fear of failure, perfectionism, and difficulties in emotional regulation, which lead to students delaying academic tasks. The study employs the PRISMA methodology, synthesizing findings from 27 empirical studies published between 2014 and 2024 to assess intervention efficacy. Cognitive-behavioral therapy (CBT) and motivational strategies emerged as effective approaches in reducing procrastination by addressing unrealistic thought patterns and enhancing self-regulation skills. Furthermore, technology-assisted interventions, such as digital planning tools, have shown promise in supporting students’ time management. In conclusion, this review underscores the importance of a personalized, multidimensional approach that integrates psychological, motivational, and technological strategies to optimize student outcomes and minimize procrastination.