Introduction. Procrastination is a very interesting topic because even if procrastinators could anticipate the negative consequences, they still intentionally do necessary tasks with delay. This may be because some procrastinators receive positive outcomes referred to active procrastinator, but some are not called passive procrastinator. Verifying the motivational belief moderates these two different types of procrastination; therefore, this study evaluates consistency of two different configurations. Model 1 is based on achievement goal theory integrated factors between academic self-efficacy and achievement goal (achievement goals1.->academic self-efficacy->academic achievement). Model 3 is based on social cognitive theory of motivation separated factors between achievement goal and academic self-efficacy (academic self-efficacy, achievement goals1.->academic achievement) across the three groups of procrastinators (non-procrastinators, active-procrastinators, and passive procrastinators). Moreover, this study investigated the different patterns of structural relations (including both direct and indirect relationship) between the achievement goals, academic self-efficacy and academic achievement. Method. The sample consisted of 988 Thai undergraduate students with an average age of 20 (SD = 0.99) ranging from 18 to 27 years. Structure equation model was employed to test the path model and Multi-group path analyses were used to verify differences in the path coefficients across the three types of procrastinators. Results. The finding confirmed that with Model 1there were a higher number of significant relationships that integrated achievement goals and academic self-efficacy pertaining to academic achievement than with the Model 3 which separated achievement goal and academic self-efficacy relative to academic achievement, as well as across the three types of procrastinators. Discussion and Conclusion. There was a substantial result of the importance of integration between academic self-efficacy and achievement goals for passive procrastinators showing in Model 1 that academic self-efficacy mediated relationships between achievement goals and academic achievement for the passive procrastinators but not the active-procrastinator or non-procrastinator groups. The implications of the findings across the three groups of procrastination are discussed.