<![CDATA[Academic procrastination is a common issue among students and has the potential to hinder the effectiveness of the learning process. This article aims to examine the phenomenon of academic procrastination among students from the perspective of the sociology of education. The study employed a literature review method by analyzing various relevant sources, including scholarly journals, books, and previous research findings. Data were analyzed using content analysis through processes of identification, categorization, comparison, and interpretation of information obtained from the selected literature. The findings indicate that academic procrastination refers to the intentional delay in initiating or completing academic tasks and is influenced by both internal and external factors. Its manifestations include postponing the initiation of tasks, delaying task completion, discrepancies between planning and implementation, and shifting attention from academic responsibilities to more enjoyable activities. The main contributing factors include low self-regulation, poor self-control, lack of learning motivation, inadequate time-management skills, as well as the influence of family, peer groups, school culture, and digital technology. The consequences of academic procrastination include decreased academic achievement, stress, academic burnout, poor time management, and reduced psychological well-being. Therefore, the active involvement of families, schools, and communities is essential in reducing academic procrastination among students.]]>
