<![CDATA[Background: Academic procrastination in completing homework is one of the problems that can hinder the development of adaptive learning habits among elementary school students. Objective: This study aims to analyze the effects of homework mindset and conscientiousness on academic procrastination, as well as to examine the role of Teacher Support for Homework as a moderating variable. Methods: This study employed a quantitative approach involving 100 elementary school students selected using purposive sampling. Data were collected using questionnaires measuring homework mindset, Teacher Support for Homework, academic procrastination, and conscientiousness. Data were analyzed using Moderated Regression Analysis (MRA) with the assistance of SPSS 29. Results: The results showed that homework mindset had a significant negative effect on academic procrastination, indicating that a more adaptive homework mindset was associated with a lower tendency toward academic procrastination. Conscientiousness also had a significant effect on academic procrastination. Furthermore, Teacher Support for Homework was found to moderate the relationship between homework mindset and academic procrastination, as well as the relationship between conscientiousness and academic procrastination. Conclusion: Therefore, fostering a growth mindset, strengthening conscientiousness, and improving the quality of teacher support in homework provision are important efforts to reduce academic procrastination among elementary school students.]]>
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