Academic procrastination remains a pervasive global concern. Academic procrastination was examined as predicted by academic anxiety and self-efficacy as predictors. Using predictive research design, involving 265 senior high school students selected through simple random sampling, and applying multiple linear regression analysis, the data surveyed showed that the criterion was significantly predicted; although self-efficacy emerged as an insignificant contributor. This result partially affirms the Cognitive-Affective Personality System, explaining that behavior results from the interaction of cognitive and affective units activated in specific situations. Future research may explore the remaining unexplained 77.1% variance through qualitative or mixed method approaches to identify additional variables. School heads and teachers may implement strategies to reduce student anxiety and strengthen academic self-efficacy.