<![CDATA[This literature review aims to examine the effectiveness of Cognitive Behavior Therapy (CBT) in reducing academic procrastination among students. Using a descriptive qualitative design, the study synthesized ten national and international empirical articles published between 2019 and 2025. The analysis was conducted through three stages: identifying key themes, comparing findings across studies, and synthesizing common patterns. The results consistently indicate that CBT effectively reduces academic procrastination across various educational contexts, whether delivered individually, in groups, or online. The therapeutic mechanism centers on cognitive restructuring and behavioral modification, enabling students to recognize and replace irrational thoughts while developing adaptive study habits. Intervention duration ranged from four to eleven sessions, with mid-length programs showing more stable long-term effects. Self-efficacy, social support, and self-control emerged as significant mediators and moderators enhancing the effectiveness of CBT. Theoretically, these findings reinforce cognitive-behavioral and social-cognitive frameworks that emphasize the interplay between cognition, behavior, and emotional regulation. Practically, CBT demonstrates adaptability for academic counseling services in both face-to-face and online settings, functioning as both a preventive and corrective strategy to improve students’ self-regulation and learning motivation. This review concludes that CBT is an evidence-based intervention that effectively enhances students’ psychological well-being and sustainable academic achievement. Keywords: Academic procrastination, Cognitive Behavior Therapy, literature review]]>
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