To elucidate the overall perspective and keep abreast of emerging trends in procrastination research, this article presents a bibliometric analysis that investigates: Behavioral procrastination is a self-sabotaging strategy that empowers people to change. blaming and avoiding any action, for example a student, procrastination, stress and emotion regulation. Research over the years has provided evidence of the strong links between procrastination and the research article. Study habits and procrastination: The role of academic self-efficacy. Frode Svartdal. Rannveig Gr m S le. Tove I. Dahl. Efim Nemtcan. amp, This article examines how procrastinators behave differently from non-procrastinators in carrying out intended behavior. By focusing on time, humans procrastinate even though they are aware of the potential harmful consequences. However, the neurocomputational mechanisms underlying procrastination, article. Understanding academic procrastination: A longitudinal analysis of procrastination and emotions in undergraduate and graduate students. Original, what research has been carried out on procrastination, evidence from a systematic bibliometric analysis. Borders in 809044; ~ Background Academic procrastination is a widespread phenomenon among students. Therefore, the evaluation of related factors has always been one of the main factors. Procrastination is generally viewed as a common behavioral tendency and there is a growing body of literature addressing this complex phenomenon. To elucidate the overall perspective and keep abreast of emerging trends in procrastination research, this article presents a bibliometric analysis. Procrastination has been described as the voluntary delay of urgent tasks, which can lead to negative consequences such as higher stress and poor health. Sirois et al. 2003. It is considered in psychological research as a failure of self-regulation van Eerde and Self-regulation, Norhafizah. In short, academic procrastination is the act of putting off test preparation, final projects, or homework until the last minute. Ferrari et al. 1995 Solomon and Rothblum, 1984. Many cross-sectional studies have explored the correlations between self-esteem and academic procrastination, but the causal relationship between these two crucial variables is still controversial and their developmental relationship over time is also unclear. We used latent and lagged growth models to address these two relationships. Research findings on procrastination cover a variety of individual factors, for example conscientiousness, and this focus is reflected in procrastination interventions. There is less emphasis on situational and social factors that can help students reduce procrastination, such as social interdependence. Therefore, this study examines the fact that procrastination is often viewed as a failure of self-regulation. We aim to offer a perspective that shifts the focus from volitional to motivational aspects of procrastination. To try to demystify the phenomenon, we combine two studies exploring the motivational foundations of procrastination with a study aimed at discovering its implicit implications. Academic procrastination is a well-known phenomenon among students. of students reported procrastinating on academic tasks such as writing assignments, studying for exams, or reading texts from Solomon and Instead, they engaged in a wide range