In the contemporary educational landscape, student learning behavior is pivotal for academic success and national development. However, academic procrastination, a growing concern, negatively affects students’ performance and well-being. This study investigates academic procrastination among secondary school students, focusing on key factors: psychological instability, self-regulation, motivation, stress, and peer influence. The research reveals that psychological instability, poor self-regulation, and high stress levels significantly contribute to academic procrastination, while motivation and peer influence have unclear effects. Findings emphasize the need to address psychological well-being, enhance self-regulation skills, and manage stress to reduce procrastination. This study provides valuable insights into addressing academic procrastination among secondary school students.