<![CDATA[Academic procrastination is a persistent challenge in higher education because delaying academic tasks can interfere with learning progress, task completion, and the achievement of academic goals. This behavior is influenced by both individual and social factors. Self-control represents an important internal resource that enables students to regulate their behavior and academic priorities, while peer support may provide a social context that shapes how students manage academic demands. This study aims to examine the role of peer support in mediating the effect of self-control on students’ academic procrastination. A quantitative approach with an explanatory research design was employed, involving 206 students as respondents. Data were collected using instruments measuring self-control, peer support, and academic procrastination. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The results showed that self-control had a significant relationship with academic procrastination (β = 0.519; p < 0.001). Self-control also had a significant relationship with peer support (β = 0.623; p < 0.001). In contrast, peer support did not have a significant direct effect on academic procrastination (β = 0.105; p = 0.078). However, the indirect effect of self-control on academic procrastination through peer support was significant (β = 0.323; p < 0.001). These findings indicate that peer support functions as a meaningful mediating mechanism in the relationship between self-control and academic procrastination, even though its direct effect is not statistically significant. The study highlights the importance of integrating individual self-regulation with supportive peer environments when developing strategies to reduce academic procrastination among university students.]]>
