Academic procrastination (AP) is a prevalent issue in higher education, and understanding its contributing factors is essential for addressing this behavior effectively. This study aimed to investigate the relationship between perceived cultural and social factors and AP among Iraqi EFL university students. Specifically, the study examined whether perceived cultural influences (e.g., societal expectations, traditional views on learning, intercultural perceptions) and social factors (e.g., socio-economic status, peer influence, parental involvement, and technological environment) were significantly associated with AP. Furthermore, the study explored how procrastination tendencies varied across different academic majors and levels (e.g., Bachelor's, Master's, and PhD). A quantitative, cross-sectional survey research design was employed, with data collected from 118 Iraqi EFL university students through a structured questionnaire. The survey assessed students' perceptions of cultural and social factors and their levels of procrastination using a 5-point Likert scale. Data were analyzed using Pearson’s correlation coefficients and Multivariate Analysis of Variance (MANOVA). The results revealed a significant positive correlation between perceived cultural factors and AP, highlighting the crucial role that societal expectations and cultural influences play in procrastination behaviors. Additionally, perceived social factors, including socio-economic status and peer influence, were significantly associated with AP. The study also found that procrastination levels varied across academic majors, with Linguistics students reporting higher levels of procrastination compared to those in Literature or Translation. Furthermore, procrastination was found to decrease as students advanced in their academic careers, with Bachelor's students exhibiting the highest levels of procrastination. The findings suggest that interventions to address AP should consider both the cultural and social factors influencing students' behavior and provide tailored strategies for students in different academic disciplines and stages.
