research aimed to identify the effectiveness of acceptance and commitment therapy compared to cognitive behavioral therapy in reducing academic procrastination and improving responsibility for learning among female university students. The research sample consisted of (27) third-year female students from the Faculty of Education, Zagazig University. They were intentionally divided into a control group and two experimental groups: the acceptance and commitment therapy group and the cognitive behavioral therapy group. They were informed of the nature of each program and given the opportunity to choose. Each group consisted of (9) female students, whose ages ranged from (20) to (21) years, with an average age of (20.14) years and a standard deviation of (0.362) years. Based on the comparative experimental approaches, and after applying the Taylor Anxiety Scale (Arabization by Mustafa Fahmy and Muhammad Ghali), the Beck Depression Inventory (Arabization by Gharib Abdel Fattah), the Academic Procrastination Scale (prepared by the researchers), the Responsibility for Learning Scale (prepared by the researchers), the program based on acceptance and commitment therapy (prepared by the researchers) and the cognitive behavioral program (prepared by the researchers), the results showed the effectiveness of the two programs in reducing academic procrastination and developing responsibility for learning among university students. No statistically significant differences were found between the effectiveness of the two programs; both successfully reduced academic procrastination and developed responsibility for learning among female university students. However, cognitive behavioral therapy proved to be more effective than acceptance and commitment therapy in reducing procrastination related to academic decision-making. The effectiveness of both programs was sustained after the follow-up period, which lasted about two months.