<![CDATA[Academic procrastination is a common behavior among university students that negatively impacts academic achievement and psychological well-being. This study aimed to evaluate the effectiveness of the extinction technique in reducing academic procrastination by eliminating external reinforcers that maintain the behavior. A quantitative approach with a one-group pretest-posttest experimental design was employed, involving 15 active undergraduate students with high levels of procrastination. The intervention was conducted over 14 days and supported by daily self-monitoring. The Academic Procrastination Scale–Short Version (APS-S), adapted for Indonesian students, was used as the main measurement tool. Results from the Wilcoxon Signed-Rank Test showed a significant reduction in procrastination scores (p < 0.001), with an average decrease of 4.6 points. Qualitative data from daily monitoring and participant reflections supported the quantitative findings, indicating increased self-awareness and improved regulation of procrastination triggers. These findings suggest that the extinction technique is an effective behavioral modification strategy for reducing academic procrastination and fostering more adaptive study habits.]]>
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