The purposes of the present study were to classify 3 patterns of procrastination and to examine the academic performance of 3 groups of students who had frequently engaged in each of those patterns.  Variables that have been shown to influence academic performance, including assumed competence and achievement goals, were also investigated.  Undergraduates (N=292; males, 62%; average age, 20.6 years) from 2 universities completed a questionnaire.  The results were as follows: (a) The pattern of procrastination in which negative emotions consistently arise was not shown to be harmful to the students’ academic performance, but it appeared that procrastination patterns that consistently included negative emotions worsened the students’ academic performance in an attempt to avoid failure.  (b) Optimistic patterns of procrastination worsened academic performance.  Those who engaged in this pattern of procrastination had poor academic performance and hence low competence, and they recovered their assumed competence by demeaning others.  (c) The pattern of procrastination that included planning and positive feelings was associated with favorable academic performance.  This suggests that planned procrastination might facilitate academic performance because this pattern could function as a distraction when clarifying goals for tasks.