The integration of behavior change theory to investigate factors of behavioral influence in understanding the behavioral intention of students' extra-curricular participation has been limited, contributing to the existing gap that highlights the preliminary empirical observation on how the factors influence students' extra-curricular activity participation. The existing gap hinders a comprehensive understanding of the impact of procrastination and peer influence on students' extra-curricular participation. Hence, further contributing to the existing body of knowledge is yet to expand the dimension and strengthen the capacity of the research area. Conversely, this study investigates the factors (recreational facilities, course structure, peer influence, time management, and procrastination) that influence students' extra-curricular participation by integrating behavior change theory. The findings ensure direct contribution to the extended dimension of existing literatures. Therefore, this study study will further investigate the moderating effects of peer influence and procrastination on the preexisting variables. A total of 400 responses were collected from university students from 25 universities in Malaysia. The data is analyzed using a Partial Least Square-Structural Equation Modeling (PLS-SEM). The result affirms the outcome of previous studies emphasizing that extra-curricular participation is significantly influenced by the availability of recreational facilities, adequate course structure, and procrastination. On the other hand, procrastination moderates a negative correlation between time management and students' extra-curricular participation. With sufficient resources to encourage extra-curricular participation, universities should emphasize ameliorating students' development and counseling policies to guide students' peer groups and their behavioral actions toward schools' extra activities.