The aim of this study is to examine the relationship between the academic procrastination levels and academic achievement of associate degree students. The study employed a correlational survey model. The sample consisted of 391 associate degree students studying at public universities in Konya, including 164 female and 227 male students. The "Student Information Form" and the "Academic Procrastination Scale" were used as data collection tools. The data were analyzed using the SPSS software, and Pearson correlation coefficients were calculated along with a simple linear regression analysis. The results of the study indicate a low but significant relationship between the academic procrastination levels and academic achievement scores of associate degree students. Furthermore, students' academic procrastination levels were found to significantly predict their academic achievement scores. Although academic procrastination is generally considered a negative trait, the results of this study suggest that procrastination can have positive effects under certain conditions. This supports the hypothesis that students might consciously use procrastination as a strategic tool to enhance performance.
