This qualitative, non-experimental meta-synthesis explored the antecedents, consequences, and interventions of both active and passive procrastination among university students. Based on the academic procrastination paradigm proposed by Schraw, Wadkins, and Olafson in 2007, the study synthesized and interpreted the findings of twelve purposefully sampled empirical qualitative studies. The meta-synthesis was organized around three central questions: 1. What are the causes of academic procrastination of both active and passive procrastinators among university students? 2. How does academic procrastination impact both active and passive procrastinators among university students? 3. How can active and passive procrastination be addressed at universities? Through the use of semantic coding and theming, seven emerging themes were identified. The findings indicate that academic procrastination is a complex phenomenon that involves cognitive, behavioral, emotional, motivational, situational, and social factors. Furthermore, a new academic procrastination model was put forward to lay a foundation for future studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]