Introduction: desired academic performance is thought to be one of the most important aims of each individual student, his/her family and educational system as well. Desired educational activities and learning is among the sample indexes of a success University and student. The aim of the present research was to anticipate University students' academic performance based on their cognitive style and academic procrastination.
Methods: The research population was all undergraduate students in the field of psychology in faculty of Psychology and Education, Allameh Tabataba'i University, in academic year 2015-16. The research sample comprised all of students attended in five classrooms (154 persons) who were selected using cluster sampling method. The research instruments were a) the ISALEM-97 (Honorez, Cahay, Monfort, Remy and Therer, 2000), and b) the Aitken Procrastination Inventory (API) (Aitken, 1982). The students' final score of Learning Psychology lesson was used as the index of their academic performance.
Results: The collected data were analyzed in terms of descriptive and inferential statistics. The findings showed that a) there is a meaningful relationship between cognitive style and academic procrastination; b) there is a meaningful relationship between academic procrastination and academic performance; the relationship between cognitive style and academic performance was unexpectedly not significant. The results acquired from regression analysis proved that cognitive style has the ability to anticipate academic procrastination and academic procrastination can well anticipate academic performance.
Conclusions: Type of cognitive style may influence on academic procrastination and academic procrastination in turn impacts students' academic performance. Consequently, to be aware of cognitive styles' and academic procrastination's functions is a necessity more than before.