The aim of the current research is to identify the relationship of academic procrastination for university students to both psychological flow and satisfaction with their university studies. It also aimed to identify the differences in academic procrastination by sub-dimensions, which are due to gender (males/females) and academic level (first/fourth grade). In light of this, the research sample consisted of (430) male and female students in the first and fourth grades at Zagazig University, including (280) male and female students in the first year, and (150) male and female students in the fourth year, and their average age was 21 years and eight months with a standard deviation of 5 years and three months using the t- testt-testFor the two independent samples, correlation matrices and path analysis methodPath Analysis The results revealed that there is a statistically significant difference between the average scores of males and females in the dimension (cognitive procrastination) only in favor of the average scores of males, while there are no statistically significant differences between the average scores of males and females in the remaining dimensions and in the total degree of academic procrastination. The results of the research also indicated that there was no statistically significant difference between the average scores of the first and fourth grades in all dimensions and in the total degree of academic procrastination. In addition to the existence of a statistically significant negative correlation between all dimensions and the total degree of academic procrastination on the one hand and all dimensions and the total degree of psychological flow among university students on the other hand. In addition to the existence of a statistically significant relationship between all dimensions and the total degree of academic procrastination on the one hand, and all dimensions and the total degree of university student satisfaction on the other hand, on the other hand. The results of the research also concluded that there is a statistically significant negative effect of academic procrastination on: psychological flow and satisfaction with university studies, and there is a positive, statistically significant effect of satisfaction with university studies on the psychological flow of university students.