Academic Procrastination in Biomedical Research: Exploring Its Determinants, Research Productivity, and Scholarly Outcomes among Biomedical Researchers

Abstract

Academic procrastination is commonly discussed in relation to students, coursework, examinations, and assignment completion. Far less attention has been paid to procrastination within professional research environments, where postponement may affect manuscript preparation, data analysis, grant applications, ethical submissions, peer-review responses, and ultimately the dissemination of scientific knowledge. The problem may be particularly important in biomedical research because researchers frequently work under conditions of high cognitive demand, uncertain outcomes, competing clinical or teaching responsibilities, rigorous publication expectations, and repeated evaluation. The present study develops and tests a conceptual model of academic procrastination among biomedical researchers by examining psychological, task-related, and work-environment determinants and their consequences for research productivity and scholarly outcomes. A quantitative, cross-sectional research design is proposed using data from 300 biomedical researchers, including doctoral scholars, postdoctoral researchers, faculty members, and research professionals. Academic procrastination is conceptualized as a multidimensional behavioural tendency influenced by fear of failure, maladaptive perfectionism, task aversiveness, research-related stress, digital distraction, and self-regulatory difficulties. Research self-efficacy and institutional research support are incorporated as protective factors. Structural Equation Modeling (SEM) through IBM SPSS AMOS is proposed to evaluate the measurement and structural models. The illustrative model indicates that fear of failure, task aversiveness, digital distraction, and research stress increase procrastination, whereas self-regulation and research self-efficacy reduce it. Procrastination, in turn, is expected to negatively affect research productivity and scholarly outcomes. The study extends procrastination research beyond student populations and positions delayed research behaviour as an important issue in research management. It concludes that reducing procrastination requires more than individual time-management training; supportive supervision, realistic research timelines, psychological safety, structured milestones, writing accountability, and institutional research support are equally important.