Abstract
Academic procrastination among university students is a common problem. The authors examined the prevalence, reasons, areas, and effects of academic procrastination in selected higher education institutions in the Amhara Region, Ethiopia. We also examined whether academic procrastination varied with respect to the institutional category and gender of the student. 323 students sampled from three universities, using a stratified sampling technique, completed the questionnaire. In a concurrent mixed-methods study, both qualitative and quantitative data are integrated starting from data collection through conclusion. The results indicate that nearly 80 percent of the students are procrastinators to varying degrees, of which half always procrastinate due to poor time management skills, lack of planning for academic activities, laziness, and stress. The results also showed that procrastination happens irrespective of gender and institutional realities and results in not only academic failure but also affects student affective and emotional behavior. Finally, it is suggested that students are expected to improve their time management practices to minimize negative effects of the delay. It is also suggested that universities shall include such activities in their student support systems as counseling and training on specific areas that students procrastinate most.