Abstract
This study aimed to analyze the influence of academic motivation on procrastination and, in turn, to examine the impact of procrastination on academic achievement, on the grounds of self-determination theory. Undergraduate students (N = 928) completed a sociodemographic and academic survey, the Tuckman Procrastination Scale, and the Academic Motivation Scale. Path-analysis findings revealed procrastination was negatively and significantly predicted by intrinsic motivation toward stimulating experiences, intrinsic motivation towards achievement, and extrinsic motivation external regulation. Further, procrastination was positively predicted by intrinsic motivation to know, extrinsic motivation identified regulation, extrinsic motivation introjected regulation, and amotivation. In turn, procrastination negatively predicted academic achievement. Overall, combining components of motivational interventions could aid in tailoring higher education interventions that seek to decrease procrastination and reduce the impact of this variable on academic achievement. Discussion of findings continues in light of previous literature concerning the relationship between motivation and procrastination.