The results of the research of academic procrastination among students are presented. The results show that the degree of academic procrastination runs up to 80 %, being most evident with regard to written tasks. Main factors of developing academic procrastination are revealed, they are lack of self-reliance when doing current tasks, and lack of skills to effectively manage learning activity. On the basis of the results obtained recommendations of psychological follow-up of students’ learning activity are suggested. The main targets of psychological follow-up are changing the idea of procrastination’s corresponding to norm, providing background for overcoming uncertainty in one’s learning abilities, and developing skills of effective time management.