Iranian Journal of Educational Sociology 2645-3460 9 March 2026 2026 03 01 Investigating the Factors Influencing Academic Procrastination Among Students: A Grounded Theory Study Investigating the Factors Influencing Academic Procrastination Among Students: A Grounded Theory Study 1 10 10.61838/kman.ijes.1416 EN Journal Article 2025 07 07 <p><strong>Purpose: </strong>The objective of this study was to identify and conceptualize the causal, contextual, and intervening factors influencing academic procrastination among students in District 6 of Tehran using a grounded theory approach.</p> <p><strong>Methods and Materials: </strong>This research employed a qualitative design using the grounded theory methodology. Semi-structured interviews were conducted with 30 male students aged 15–18 years in District 6 of Tehran, selected purposively based on inclusion criteria and academic procrastination scores. Data collection continued until theoretical saturation was reached. Interviews were audio-recorded, transcribed verbatim, and analyzed using open, axial, and selective coding. The coding process generated categories and subcategories that were integrated into a conceptual model. Credibility, dependability, confirmability, and transferability criteria were applied to ensure trustworthiness. Ethical considerations included informed consent, confidentiality, voluntary participation, and the right to withdraw at any stage.</p> <p><strong>Findings: </strong>Analysis revealed three overarching themes shaping academic procrastination: causal factors, contextual factors, and intervening factors. Causal factors included low achievement motivation, weak academic planning, test anxiety, fear of failure, excessive perfectionism, negative academic self-beliefs, and low self-efficacy. Contextual factors comprised unsupportive family environments, grade-oriented educational systems, unengaging teaching methods, high academic workload, lack of study skills training, poor study environments, and excessive digital media use. Intervening factors included personal and family stress, social support, parent–child relationship patterns, peer influence, feedback quality, prior academic failures, and socioeconomic conditions.</p> <p><strong>Conclusion: </strong>The findings indicate that academic procrastination among students is shaped by a complex interplay of psychological, familial, educational, social, and contextual influences.</p> https://qijes.com/index.php/ijes/article/download/1416/1435