Photo of Tim Pychyl

Tim Pychyl

Associate Professor

Degrees:Ph.D. (Carleton)
Phone:613-520-2600 x 1403
Office:A814 Loeb Building
Website:Procrastination Research Group

Research Interests

Dr. Pychyl is an Associate Professor in the Department of Psychology, the Director of the Centre for Initiatives in Education ( and he has a cross-appointment to the School of Linguistics and Language Studies. His research in psychology is focused on the breakdown in volitional action commonly known as procrastination and its relation to personal well-being (recent publications are provided below). You can learn about his research at

The winner of numerous teaching awards including the 3M National Teaching Fellowship, Ontario Confederation of University Faculty Associations Teaching Award, Graduate Mentoring Award and the inaugural recipient of the University Medal for Distinguished Teaching, Dr. Pychyl has taught a doctoral-seminar on university teaching in the department and is regularly invited to speak about teaching at campuses across Canada.

Recent books

Procrastination, Health & Well-Being  (Elsevier Academic Press, 2016) – co-edited with Dr. Fuschia Sirois (Sheffield University), who is also a Carleton grad.

Solving the Procrastination Puzzle: A Concise Guide to Strategies for Change (Tarcher/Penguin, 2013).

Recent Publications

Blouin-Hudon, E-M., C., & Pychyl, T.A. (in press). A mental imagery intervention to increase future self-continuity and reduce procrastination. Applied Psychology: An International Review.

Rahimi, S., Hall, N.C., & Pychyl, T.A. (2016). Attributions of responsibility and blame for procrastination versus delay. Frontiers in Psychology, 7, 1179 .

Gagnon, J., Dionne, F., & Pychyl, T.A. (2016). Committed Action: An initial study on its role in the prediction of academic procrastination. Journal of Contextual Behavioral Science, 5,  97-102.

Flett, A., Haghbin, M., & Pychyl, T.A. (2016). Procrastination and depression from a cognitive perspective: An exploration of the associations among procrastinatory automatic thoughts, rumination, and mindfulness. Journal of Rational-Emotive and Cognitive-Behavioural Therapy, 1-18 DOI 10.1007/s10942-016-0235-1

Blais, J., Motz, C., & Pychyl, T.A. (2016). Mentored teaching or how I learned to stop worrying and love teaching. College Teaching, 64, 1-9. DOI: 10.1080/87567555.2015.1062741