Academic procrastination leads students to neglect or delay their duties, consolidating poor studying and planning habits. Subjective well-being, on the other hand, enables individuals to evaluate their life quality, satisfaction level, affective balance, and emotional experiences in a positive or negative light. These are essential factors due to their impact on the academic performance of university students. Given this complex reality, this research aims to deepen the understanding of the relationship between these two factors, while also considering demographic and institutional factors, and exploring their connections to digital behavior and internet use. The research began with a PRISMA systematic review, accompanied by a quantitative study. The main findings include a direct relationship between academic procrastination and subjective well-being, poor self-awareness among students regarding their own academic procrastination, and a growing tendency towards the use of technology and procrastinatory behavior. However, since this last conclusion is firmly based on the surrounding geographical contexts, further research is advised to verify its consistency.