OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 2 2 2023 06 01 Academic Procrastination from AttributionTheory Perspective: An Overview 83 88 10.30495/jntell.2023.1986521.1065 EN Mehdi Haseli Songhori Department of English Language, Zahedan Branch, Islamic Azad University, Zahedan, Iran Kimiya Salamati Department of English Language, Zahedan Branch, Islamic Azad University, Zahedan, Iran Journal Article 2023 06 01 Academic procrastination is a common problem among students that is linked to negative outcomes. Its history datesback to ancient times, but it has become more prevalent in modern times due to the emphasis on time and efficiency.Academic procrastination is a specific type of procrastination that is common among students due to the largeamount of assignments and deadlines in academic contexts. Attribution theory is a psychological framework thatcan help us understand how students explain their own procrastination behavior and the factors that contribute to it.Attribution theory encompasses three dimensions: locus of control, stability, and controllability. Each dimensionhas an impact on an individual's future behavior, including whether they procrastinate on or complete a task. It ispossible to predict that individuals who tend to procrastinate academically may attribute their academic tasks toexternal locus of control, stable causes, and factors that are outside their control. In contrast, individuals who do notprocrastinate are likely to attribute their academic tasks to internal locus of control, unstable causes, and factors thatare within their control. Understanding these theories can help educators and students develop strategies to overcomeprocrastination and improve academic performance.