Recently, non-cognitive factors in learning have been considered as one of the most important factors to predict academic outcomes. This research was designed to explore structural relationships among perceived parental attitudes, growth mindset, grit and academic procrastination which is one of the most well-studied maladaptive learning attitudes. To do so, data of 521 elementary students(268 males) in D city was collected and the data was analyzed through Mplus 8.2 and SPSS 25.0 for descriptive statistics and structural equation modeling. First, as the result, it was confirmed that participants’ academic procrastination has negative correlations with parental attitudes, growth mindset and grit. Second, the perceived parental attitudes did not directly affect the academic procrastination whereas both growth mindset and grit had significant direct effects on the procrastination. Third, the grit could mediate partially the relationship between growth mindset and academic procrastination and fully the relationship between perceived parental attitudes and academic procrastination. The results of this study identified that helping elementary students have positive beliefs and attitudes towards themselves could prevent their academic procrastination. In addition, designing and implementing adequate intervention programs is required to inspire elementary students’ non-cognitive factors such as grit. Finally, practical implications such as parental training programs were suggested.