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This study investigated the effect of TikTok use on academic procrastination among undergraduate students, focusing on the mediating roles of academic self-efficacy and attentional control. TikTok’s popularity among young adults was driven by its short-form videos, infinite scrolling, and algorithmic recommendations, which encouraged prolonged engagement. While the general effects of social media on students had been studied, the specific mechanisms linking TikTok use to academic procrastination remained underexplored. A mixed-methods design was employed to provide a more complete understanding of the phenomenon. Quantitative data were collected from 201 survey responses using validated scales, including the TikTok Addiction Scale, Academic Self-Efficacy Scale, Attentional Control Scale, and Academic Procrastination Scale. Partial Least Squares Structural Equation Modeling (PLS-SEM) showed that TikTok use had a significant positive effect on academic procrastination. Academic self-efficacy did not significantly predict attentional control or academic procrastination, and the serial mediation pathway was not supported. Attentional control was a significant negative predictor of procrastination. Qualitative interviews with 20 students provided deeper insight into these findings. The data were thematically analyzed using ATLAS.ti, which revealed five key themes: Engagement Patterns, Motivations and Platform Features, Attention Management, Social Media Effect on Students, and Amount of Use and Attention Control. Students reported that TikTok consumed valuable study time, disrupted focus, and encouraged last-minute work, even when they felt confident in their academic abilities.