Procrastinating in the educational context refers to postponing the beginning or completion of the course of action or decision aimed at studying. Often, university students need to deal with countless academic and study tasks, both simple and complex, which often have simultaneous and competing deadlines. The objective of this work is to identify and characterize academic procrastination in Psychology university students, as well as to compare the level of procrastination in relation to age and gender. The method adopted is quantitative, transversal, descriptive and correlational. 123 students from Psychology courses in the city of Manaus/AM participated in this study. Data were collected using the Academic Procrastination Scale (APS) adapted for Brazil and an economic level questionnaire. The data were analyzed using central tendency statistics (mean and standard deviation) and correlation between gender and course periods, such as exams and assessments. The results demonstrate that Procrastination is a behavior that is related to gender and the period of tests and assessments. It is hoped that the study will help academic coordinators to understand how procrastination behavior occurs and the moments at higher levels, contributing to the reflection on teaching methods, health strategies and reception in the academic environment.
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