<![CDATA[Academic procrastination remains a widely reported problem across various levels of education and has the potential to hinder students' attainment of learning competencies. One counseling approach that has been extensively examined to address this problem is group counseling services using the self-management technique. This study aims to map the characteristics of existing studies, analyze patterns of effectiveness, and identify the conditions that influence the success of this intervention through a Systematic Literature Review (SLR) approach guided by the PRISMA flow. The literature search was conducted through Google Scholar using a combination of the keywords "group counseling," "self-management," and "academic procrastination" within the 2019–2026 publication range. After undergoing the identification, screening, eligibility assessment, and inclusion stages, twelve articles met the criteria for analysis. The synthesis results indicate that group counseling services using the self-management technique are consistently reported to be effective in reducing academic procrastination across various educational levels, with the magnitude of effectiveness influenced by the intensity and structure of the sessions, the learning environment context, and students' internal factors such as self-efficacy and emotion regulation. These findings offer practical implications for developing more structured and contextualized guidance and counseling services, particularly at the vocational secondary school level, which remains underexplored in previous literature reviews.]]>
