Thesis-Related Anxiety Among Pre-Service Elementary Teachers: A Phenomenological Study of Triggers and Manifestations
DOI:
https://doi.org/10.51276/edu.v7i3.1858Keywords:
Academic Anxiety , Higher Education, Phenomenology , Pre-Service Teachers , Undergraduate ThesisAbstract
Thesis writing is a demanding academic process that may be accompanied by anxiety and academic disruption. This study explored how pre-service elementary teachers experienced thesis-related anxiety, the internal and external factors they perceived as triggers, and its cognitive, physiological, behavioral, and emotional manifestations. A descriptive qualitative phenomenological study was conducted at Mulawarman University from March to June 2026. Of 154 students screened, 109 reported anxiety. Six students from the 2022 cohort were purposively selected, with two representing each screening category (low, moderate, and high). Data were collected through in-depth semi-structured interviews, transcribed verbatim, and analyzed through coding, subtheme clustering, and theme development, supported by the Miles and Huberman framework. Three themes emerged: experiences across thesis stages, internal and external triggers, and multidimensional manifestations. Supervision barriers and laziness were commonly reported external and internal triggers, respectively. Anxiety was described through excessive worry, heart palpitations, procrastination, and fear of failure. Findings highlight the importance of clear supervision and accessible student support.
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