Academic procrastination, the tendency to delay academic tasks without reasonable justification, has significant implications for students' academic performance and overall well-being. To measure this construct, numerous scales have been developed, among which the Academic Procrastination Scale (APS) has shown promise in assessing academic procrastination across various cultural contexts. However, it is essential to validate the APS in different settings and populations to ensure its reliability and validity. This study aims to comprehensively examine the psychometric properties of the APS in an Iranian sample of university students. Through two distinct yet interrelated studies involving exploratory and confirmatory factor analyses, item response theory analysis, and tests of convergent validity, we seek to establish the validity and applicability of the APS in the Iranian cultural context. The Item Response Theory analysis revealed that the items on the Academic Procrastination Scale exhibited adequate levels of difficulty, discrimination, and item information, thereby supporting the scale's reliability and validity. Furthermore, evidence of convergent validity was established through significant correlations between the scores of the Academic Procrastination Scale and the Tuckman Procrastination Scale.