Procrastination is one of the significant phenomenon that reduces success of educational activities at all stages of learning. Online learning fosters procrastination due to the fact that the teacher’s control of the situation decreases and there is more freedom in planning the academic load by the student himself. The aim of the work was to study the psychological characteristics of the students prone to procrastination. The sample consisted of 228 UrFU students who study online courses. Empirical methods: the “Scale of academic motivation” by Gordeeva, O. A. Sycheva and E. N. Osina (SHAM), “The scale of general procrastination” by K. H. Lay in adaptation by O. S. Vindeker and M. V. Ostanina, as well as the TIPI questionnaire by R. McCrae and P. Costa. Information about academic performance was obtained from the Pointrating system of the university. As a result, the level of procrastination of students was positively associated with amotivation and, interestingly, conscientiousness. Students with high and low levels of procrastination differ in the level of amotivation, and also have a different configuration of relationships between personal and motivational characteristics.