Background: Academic procrastination is a widespread phenomenon that represents delays in academic activities and is associated with numerous factors. Since procrastination can affect various aspects of students' personal and social lives, it is an educational necessity to take steps to reduce or eliminate it.
Aim: The purpose of the current research was to design, compile and validate the educational package for the treatment of students' procrastination based on grounded theory.
Methodology: In order to prepare this intervention, in the first part, a qualitative study was conducted using the grounded theory method. The research community included Persian Gulf University students studying in 1402-1403, according to the preliminary statistics, their number is equal to 8000 people. In order to comply with the research method, the sample was selected based on the purposeful sampling criteria. First, students whose scores were two standard deviations above the mean (44/30) were identified as procrastinators. Data was collected through semi-structured interviews with 22 people and analyzed using the Strauss and Corbin method, which included open, central and selective coding. The findings showed two main categories (negative and positive) in the perception and attitude of procrastination, and two main categories (self-related factors (internal factors) and external factors) in the causes of procrastination. The contexts of procrastination consisted of three main categories (contextual, sustaining, and revealing factors). Coping strategies consisted of four main categories (avoidance, confrontation, surrender, and emotion-focused strategies), and the consequences consisted of two main categories (individual and interpersonal consequences). The enduring personality, family, and motivational patterns formed the central class of the present findings. In the quantitative part of this research, the working method was a quasi-experimental pre-test-post-test type with a control