Academic procrastination (AP), that is delaying academic obligations, is common among students and leads to numerous negative consequences, most usual to psychological distress (Steel, 2007). This construct has been extensively investigated in psychology for the last 40 years, with the aim of reducing it. Numerous studies show the relationship between AP and consciousness (Košanski, 2004, Šoštarić, 2017), and few studies find it related to neuroticism (Ghandi i sur., 2017), extraversion (Karatas, 2015) and agreeableness (Šoštarić, 2017). Research by Senecal et al. (1995) find many contributions of different types of academic motivation to AP. Personality traits are also associated with different types of motivation (Komarraju i Karau, 2005; Clark i Schroth, 2010), and the strongest association is with consciousness (Steel, 2007). Therefore, the aim of this paper is to examine the contribution of personality traits and academic motivation to AP, to determine the correlation between personality traits and academic motivation and to check the mediating effect of consciousness on the relationship between academic motivation and AP. Data analysis revealed the correlation between AP and consciousness, extraversion, agreeableness and neuroticism. All types of intrinsic motivation, identification and amotivation correlate with AP. Also, research findings showed that personality traits correlate with types of academic motivation. The mediating effect of consciousness on the correlation of academic motivation and AP was also checked and all of the analysis showed statistically significant results.In conclusion, personality traits and motivation affect AP, so teachers and schools' professional teams should encourage the development of more autonomous forms of motivation that respond to differences in pupils' and students' characteristics, with the aim of increasing interest in school material and therefore reducing procrastination.