Dönmez A., Kara Ö. T., Şahin T. G., Hanımoğlu E., Çelikkanat Nas Ş.
SAGE OPEN, cilt.16, sa.3, ss.1-14, 2026 (SSCI, Scopus)
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Yayın Türü:
Makale / Tam Makale
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Cilt numarası:
16
Sayı:
3
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Basım Tarihi:
2026
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Doi Numarası:
10.1177/21582440261486207
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Dergi Adı:
SAGE OPEN
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Derginin Tarandığı İndeksler:
Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Social Sciences Citation Index (SSCI), Education Abstracts, ERIC (Education Resources Information Center), EBSCO Education Source, Directory of Open Access Journals
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Sayfa Sayıları:
ss.1-14
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İnönü Üniversitesi Adresli:
Evet
Özet
This study examines academic writer’s block in the context of sustainable scientific productivity and investigates how it is associated with the use of artificial intelligence (AI)-based writing tools, age, academic title, professional experience, and peer-reviewed publication history. Adopting a cross-sectional quantitative survey design, the study draws on data from 103 academics recruited from different universities. Writer’s block was assessed using the Academic Writer’s Block Scale (AWBS;
Gülay & Ungan, 2022
), comprising four validated dimensions: Motivation, Evaluation, Procrastination, and Perfectionism. Data were analyzed using independent samples t-tests and one-way analyses of variance with Tukey post-hoc comparisons, and effect sizes (η
2
and Cohen’s d) are reported throughout. The findings reveal a dimensionally differentiated pattern of associations rather than a uniform relationship with writer’s block. AI tool use was associated with higher scores on the Evaluation dimension; younger and more junior academics reported higher scores on the Procrastination dimension; less experienced academics were associated with elevated Evaluation scores; and academics without peer-reviewed publications were associated with higher scores on both the Evaluation and Perfectionism dimensions. Because the design is cross-sectional and correlational, all results are interpreted as associations rather than causal relationships. Collectively, the findings suggest that writer’s block is not a unitary construct but a multidimensional phenomenon whose component dimensions are differentially associated with distinct academic and technological circumstances. These observations carry pedagogical, institutional, and technological implications for cultivating a sustainable academic writing culture.