Background and Objectives: The elementary school, as the foundation for the formation of students' scientific, social, and emotional personalities, is one of the most important stages of growth in the education process. Therefore, the present study aimed to investigate the relationship between sensation seeking and social anxiety with academic procrastination in female students in the second year of elementary school in Bojnourd city.

Methodology: This study was applied in terms of purpose and descriptive-correlation in terms of method. The statistical population included all female students in the second year of elementary school in public schools in Bojnourd city in the academic year 1403-1404, totaling 5000 people. Sampling was carried out using a multi-stage cluster method and 150 students were selected as a sample. The Connor Social Anxiety Questionnaire (SPIN), the Solomon and Bloom Academic Procrastination Questionnaire, and the Arendt Emotion Seeking Scale were used to collect data. The data were analyzed using Pearson's correlation coefficient and multiple regression analysis in SPSS-25 software.

Results: It showed that there is a positive and significant relationship between sensation seeking and academic procrastination (r=0.47), social anxiety and academic procrastination (r=0.41), and also between social anxiety and sensation seeking (r=0.34) (p<0.01). The results of regression analysis also revealed that sensation seeking and social anxiety were able to predict 38% of the variance in academic procrastination.

Conclusion: Solitary and social anxiety play an important role in predicting academic procrastination in elementary school female students. Therefore, it is necessary to pay attention to these two variables in designing preventive programs and educational and counseling interventions to reduce academic procrastination.