This study aims to examine how external locus of control (eLoC) impacts students' academic procrastination behaviors in asynchronous distance education with regard to compulsive internet habits, cyberloafing, disrespect for copyright, learning goal orientation, and self-efficacy. The sample comprised a total of 916 undergraduate students. Mediation analyzes were conducted to elicit the relationships among the variables. Data were collected through an online inventory, which included a personal information form and various scales.The results indicated that eLOC positively predicted academic procrastination. This association is mediated by compulsive internet use, learning goals, self-efficacy, and disrespect for copyright. Moreover, this study also revealed mediator relationships between cyberloafing, compulsive internet use, self-efficacy, learning goal orientation, and disrespect for copyright. In conclusion, procrastination in distance education settings has a complex and multifaceted nature in terms of the interrelationships between self-perception, motivational beliefs, and distracting online behaviors.