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 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.

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

Dr. Pychyl is on sabbatical July 1, 2015 – June 30, 2016.

Recent Publications

Sirois, F., & Pychyl, T.A. (in press). Procrastination. In H. Friedman (Ed.), Encyclopedia of Mental Health, New York: Elsevier.

Sirois, F. & Pychyl, T.A. (2013). Procrastination and the priority of short-term mood regulation: Consequences for future self. Social and Personality Psychology Compass, 7, 115-127.

Pychyl, T.A., & Flett, G.L. (2012). Procrastination and self-regulatory failure. Journal of Rational-Emotive and Cognitive-Behavior Therapy, Volume 30, Issue 4.

Haghbin, M., McCaffrey, A., & Pychyl, T.A. (2012). The complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive and Cognitive-Behavior Therapy. 
DOI: 10.1007/s10942-012-0153-9

Ferrari, J.R., & Pychyl, T.A. (2012). “If I wait, my partner will do it:” The role of conscientiousness as a mediator in the relation of academic procrastination and perceived social loafing. North American Journal of Psychology, 14 (1), 13-24.