Procrastination is something that many researches and studies show is on the rise these days. Moreover, studies by Hussain and Sultan (2011) showed that almost 46-95% of students enrolled in universities procrastinate while completing their assignments. Using specific studies selected and then mentioned in the section, this article aims to highlight the factors that become a reason for procrastination among university students in Finland and Pakistan. Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get the original essay First, Edwards (2012) defines procrastination as a device based on a deliberate choice to participate in less essential activities or more pleasant acts although they are less urgent, to absurdly postpone less attractive or more critical tasks until as late as possible. Additionally, being slow or late to do something that requires attention in the current time frame due to perhaps unwarranted laziness can also be considered a form of procrastination. Furthermore, Hussain and Sultan (2010) assert that procrastination causes students to delay their work. and postpone their academic work, which makes them irresponsible, which causes them to neglect their academic duties. Additionally, Hussain and Sultan argue that procrastination decreases the value and importance of tasks because students continue to delay their academic tasks. In addition to this, Hussain and Sultan illustrate the negative consequences of procrastination, such as stress, which affects students' self-efficacy, impulsivity, and organizational behavior. Self-efficacy is an individual's belief in their ability to deliver a certain level of performance, achieved through continued success in situations and completion of a task over time. It acts as a positive source that helps individuals feel a certain way, think and motivate themselves. Additionally, other reasons that lead to procrastination are group work, lack of commitment, lack of guidance and encouragement, lack of confidence to complete the task on one's own, social problems and family, lack of motivation and interest, laziness, negative comments from teachers on their work, too much work to complete at the same time, which leads to academic stress. Furthermore, Hussain and Sultan argue that students procrastinate when they cannot set a pace to figure out how to achieve superior performance in a reasonable time frame. Moreover, a section of students seem to be accustomed to delaying their work and some students postpone their academic work as it becomes their habit and later it becomes their propensity. This has an adverse impact on students’ identities, learning, and success at almost every level of study and in every subject. Moreover, an abnormal state of procrastination makes students unable to manage and sort them to achieve their academic goals, which causes them sadness, nervousness and stress. Additionally, according to Lindblom-Ylänne, Saariaho, Inkinen, Haarala-Muhonen, and Hailikari (2015) the process of procrastination is used to describe distinct types of procrastination moving from active to passive procrastination. Passive procrastination involves delaying tasks and assignments until the last moment due to an inability to make a practical decision to act. Additionally, postpone the chosen time to start the study process, move theorganized study periods reserved for the future and participate in trivial study behavior in which it affects students' homework unlike active procrastination which is exceptionally energetic by the weight of time and may complete homework before due dates deadline and obtain attractive results. In addition, what characterizes active procrastinators is a tendency to work under tension. Additionally, active procrastination is distinct from procrastination in general and should be referred to as “active delay.” Whether an individual is a passive or active procrastinator is influenced by cultural dimensions. The norms and values ​​that vary greatly from place to place and that individuals are conditioned to grow up with eventually shape the way they tend to live their lives. Additionally, Svartdal, Pfuhl, Nordby, Foschi, Klingsieck, Rozental, and Rębkowska, (2016). ) argue that procrastination is a problem common to all countries and is defined as a logical and hypothetical examination of a very essential failure of self-regulation. Furthermore, the failure of self-regulation is due to the inability to differentiate between what should be prioritized and what could potentially yield positive results. It often happens that students are unable to balance work and leisure. Since leisure activities are more likely to excite individuals at this age, they tend to postpone work. Another contribution to the topic was made by Lindblom-Ylänne et al. (2015) which states that motivation; the will to do something, voluntary; an individual's cognitive process of thinking about something and deciding the most appropriate means to achieve it, and situational; depending on a set of circumstances, are factors that give rise to procrastination in Finland. Low inspiration inherent in studying, self-control issues, poor time management and beliefs about competence are found to be the main factors that prompt procrastination in Finland. According to Hofstede (1980), Finland, with its low power distance, is prone to procrastination and influencing time management, which affects students' academic performance. Furthermore, Schwartz (2006) argues that egalitarianism requires students to recognize each other as a morality in which students act and promote laziness which affects their academic performance. Furthermore, Hofstede (2010) argues that restrictive countries such as Pakistan are less likely to procrastinate, unlike lenient countries such as Finland. Hussain and Sultan (2010) state that in Pakistan, students' time management when it came to doing homework was affected by laziness, lack of clear prioritization of their work and critical thinking. These indicators caused them to suffer in their academic performance because work was not done, remained incomplete, or was not up to par to achieve appropriate grades. Furthermore, Lindblom-Ylänne et al. (2015) states that the trait of self-control, which involves observing one's actions, using metacognition, and controlling motivational and passionate states, is extremely important to possess. If these essential abilities are missing or created ineffectively, it becomes more difficult for a student to control their insight, inspiration, actions, and feelings, and this lack of control can increase procrastination with assignments. Additionally, self-handicapping involves creating obstacles to the effective performance of tasks about which the individual thinks critically. Lindblom-Ylänne et al. (2015)..