Introduction: Secondary school students constitute one of the most vulnerable segments of society, as they are situated at a critical stage of growth and personality development. Adolescents aged 13 to 18, while transitioning from childhood to adulthood, encounter numerous challenges across various domains of life.

Objective: The present study aimed to predict academic procrastination based on psychological well-being, self-concept, and academic anxiety.

Method: The study employed a descriptive correlational design. The statistical population comprised all female students in the first cycle of secondary education in Isfahan during the 2024–2025 academic year. Using convenience sampling, 235 students were selected as the sample. Data collection instruments included Savari’s (2011) Academic Procrastination Questionnaire, Ryff’s (2014) Psychological Well-Being Scale, the Academic Anxiety Questionnaire developed by Friedman and Jacob (1997), and the Self-Concept Questionnaire by Liu and Wang (2005). Data were analyzed using Pearson correlation coefficients and multiple regression analysis.

Findings: The results indicated a significant negative relationship between psychological well-being and academic procrastination, as well as between self-concept and academic procrastination. Conversely, academic anxiety demonstrated a significant positive relationship with academic procrastination. Furthermore, these three variables collectively explained 38% of the variance in academic procrastination.

Conclusion: Accordingly, enhancing self-concept and promoting psychological well-being, alongside reducing academic anxiety, may serve as effective strategies for decreasing academic procrastination and improving students’ academic performance.