In the contemporary educational context, academic procrastination is a prevalent phenomenon among junior high school students. This behavior not only adversely affects students' immediate academic performance but may also exert long-term negative impacts on their psychological well-being and career development. Grounded in Self-Determination Theory, this study examines how parental autonomy support influences academic procrastination through its effect on individuals' time management disposition. The research aims to provide theoretical support for mitigating learning procrastination and enhancing time management skills among junior high school students. Furthermore, it seeks to offer a theoretical basis for improving family education practices and fostering the positive development of adolescents.