Background and purpose: procrastination is a common phenomenon, especially in education. The purpose of this study was to recognize and identify the predictive factors of academic procrastination. Material and method: The present study was performed in a causal framework. The statistical population included all students of Shahid Beheshti University of Medical Sciences and Health Services. Sampling was carried out in two stages and in two ways, namely available and targeted sampling. In the first stage, from among 181 subjects, two samples with high and low procrastination level were identified and the data were analyzed using diagnostic analysis. The data were collected using procrastination Assessment Scale – Students (PASS), Test Anxiety Scale, Multidimensional Perfectionism Scale, Self-efficacy Scale, Rosenberg's Self-esteem Scale, and Five Facet Mindfulness Questionnaire (FFMQ). Results: The results showed that out of 35 subjects, 33 (94. 3%) showed low procrastination level, and 29 (93. 5%) out of 31 subjects showed low procrastination level based on the scores of mindfulness, self-efficacy and perfectionism. Information about these three variables can help to accurately categorize people (up to 93. 5%) to high and low procrastination level. Conclusion: The results help to diagnose students’ academic procrastination before they encounter any problems. Based on the results, mindfulness therapies are recommended to reduce academic procrastination.

procrastination or delaying a task until tomorrow is so common that it can be considered as one of the inherent tendencies of human beings. Although, procrastination is not always a problem, in most cases, through impeding progress and attaining goals, can have unpleasant and irreparable consequences. One of the most common types of procrastination is academic procrastination. Hence, the aim of this study was to investigate the effectiveness of teaching strategies to reduce procrastination on the secondary school students’ academic procrastination in Tabriz. To this end, 36 students with high academic procrastination, through screening and preliminary study, were assigned to two experimental and control groups. The experimental group received reducing academic procrastination strategy instruction whereas the control groups were provided with common daily education. Sovari's (2011) academic procrastination scale was used for analysis the pretest and posttest. The results of multi variatean alysis of covariance showed that the means of the experimental and control groups in deliberate academic procrastination (f= 4.42, p £ 0.05, h= 0.125) and academic procrastination from physical-mental fatigue (f= 5.51, p £ 0.05, h= 0.151) were significantly different but the mean of academic procrastination from non programming (f= 0.465, p ³ 0.05) was not significantly different from the control group. The results of the study can help school counselors and psychologists to reduce academic procrastination.