The purpose of this mixed–methods article was to report two studies exploring the relationships between academic procrastination and motivation in 208 undergraduates with (n= 101) and without (n= 107) learning disabilities (LD). In Study 1, the results from self–report surveys found that individuals with LD reported significantly higher levels of procrastination, coupled with lower levels of metacognitive self–regulation and self–efficacy for self–regulation than those without LD. Procrastination was most strongly (inversely) related to self–efficacy for self–regulation for both groups, and the set of motivation variables reliably predicted group membership with regard to LD status. In Study 2, individual interviews with 12 students with LD resulted in five themes: LD–related problems, self–beliefs and procrastination, outcomes of procrastination, antecedents of procrastination, and support systems. The article concludes with an integration of quantitative and qualitative results, with attention paid to implications for service providers working with undergraduates with LD.
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