ABSTRACT
The COVID-19 pandemic has caused many changes in educational settings which have been quite demanding. Shifting to online education has resulted in many erratic changes for students, which could have threatened their learning motivation. Therefore, this study examined perceived challenges, learning motivation and academic procrastination during the COVID-19 pandemic among 458 students of public and non-public universities in Albania, and the data were collected through online questionnaires. The findings reveal a strong relationship between academic procrastination, perceived challenges and learning motivation. Furthermore, a multiple linear regression model revealed that academic procrastination was influenced by perceived challenges and motivation. Sociodemographic variables, such as age and gender, were examined. The results are relevant for understanding learning motivational processes and critical variables that influence students' procrastination, academic achievement and adjustment. © 2023 Blerina Reci Xhakolli and Oriola Hamzallari.