This study examines the relationship between several variables: dimensions of academic optimism, work engagement, study satisfaction, academic success and academic procrastination. 157 students from the University of Rijeka participated in the research. Respondents approached the research via the Google Forms platform, solving a questionnaire on Likert-type scales, assessing the extent to which they disagree with the claims about them, and what is the frequency of a particular behavior they engage in. Correlation analysis showed a significant positive correlation between the dimensions of academic optimism (students' trust in professors, identification with faculty), work engagement and academic satisfaction. Academic success is only related to the dimension of identification with faculty. Furthermore, a negative association was obtained between procrastination and work engagement, as well as procrastination and academic success. The results of hierarchical regression analyzes suggest the importance of the academic optimism dimension in predicting the variance of the criterion variables of work engagement and academic satisfaction, but not academic success. At the same time, the most important predictor is identification with the faculty, while the dimension of academic pressure is not a significant predictor in any case. Analysis of the mediation effect of procrastination in the relationship between the dimension of academic optimism and academic engagement / academic success, shows only a partial effect in the case of academic engagement. This research provides a basis for examining the main needs and incentives of students that enhance their academic engagement, success, and overall satisfaction with their program. It is also important to point out the negative impact of procrastination which, despite its functional (positive) action, can lead to more serious negative consequences on academic outcome variables.