Motivational factors behind timely thesis completion: a transcendental phenomenological study of English education graduates

M Tolkhah Adityas; Tri  Novafitasari; Amaliyah  Ulfah; Ahmad  Budairi

doi:10.12928/fundadikdas.v8i3.12266

Authors

M Tolkhah Adityas Department of English Teaching Education, Faculty of Teaching and Educational Study, Universitas Ahmad Dahlan Yogyakarta
Tri Novafitasari Department of English Teaching Education, Faculty of Teaching and Educational Study, Universitas Ahmad Dahlan Yogyakarta
Amaliyah Ulfah Elementary Teacher Education, Faculty of Teaching and Educational Study, Universitas Ahmad Dahlan Yogyakarta
Ahmad Budairi Department of English Teaching Education, Faculty of Teaching and Educational Study, Universitas Ahmad Dahlan Yogyakarta

DOI:

https://doi.org/10.12928/fundadikdas.v8i3.12266

Keywords:

Timely thesis completion, Motivation, Transcendental phenomenology, Higher Education, Qualitative research

Abstract

Completing a thesis within the expected timeframe is a crucial academic milestone, yet many students struggle to achieve it due to personal, academic, and institutional challenges. This study explores how graduates who succeeded in completing their theses on time experienced and sustained their motivation throughout the process. Using a transcendental phenomenological approach—an approach that focuses on understanding individuals’ lived experiences—this study involved in-depth interviews with six graduates from the English Language Education Study Program at Universitas Ahmad Dahlan. The analysis reveals that timely thesis completion was driven by an interaction of internal motivation, such as personal responsibility and clear goal setting, and external influences, including family expectations, peer support, career aspirations, and academic supervision. These factors collectively shaped students’ persistence, time management, and commitment to completing their work without delay. The findings contribute to a deeper understanding of motivational processes in higher education and offer practical insights for supervisors and institutions in designing academic support systems that foster timely thesis completion.

References

H. Lim, X. Li, and H. Jung, “Exploring Factors Associated with Doctoral Students’ Concern about Completing Their Degree in Time: a Case from a Research-Focused University in Korea,” Int. J. Chinese Educ., vol. 8, no. 2, pp. 265–292, Dec. 2019, doi: 10.1163/22125868-12340115.

S. Ridlo, R. Wulandari, L. N. Hadiyanti, and N. Setiati, “Constraints of Biology students’ thesis completion,” J. Phys. Conf. Ser., vol. 1567, no. 2, p. 022065, Jun. 2020, doi: 10.1088/1742-6596/1567/2/022065.

J. Skopek, M. Triventi, and H.-P. Blossfeld, “How do institutional factors shape PhD completion rates? An analysis of long-term changes in a European doctoral program,” Stud. High. Educ., vol. 47, no. 2, pp. 318–337, Feb. 2022, doi: 10.1080/03075079.2020.1744125.

A. Kumar, R., Kaur, Thesis writing: A guide for students and researchers. SAGE Publications, 2020.

S. N. Young, W. R. VanWye, M. A. Schafer, T. A. Robertson, and A. V. Poore, “Factors Affecting PhD Student Success,” Int. J. Exerc. Sci., vol. 12, no. 1, pp. 34–45, 2019, doi: 10.70252/CEJT2520.

C. Zulu, “The Master’s Dissertation Journey: Experiences of a Group of Part Time Students at One University Campus in South Africa,” J. Soc. Sci., vol. 39, no. 2, pp. 213–223, May 2014, doi: 10.1080/09718923.2014.11893284.

S. B. King and F. K. Williams, “Barriers to Completing the Dissertation as Perceived by Education Leadership Doctoral Students,” Community Coll. J. Res. Pract., vol. 38, no. 2–3, pp. 275–279, Feb. 2014, doi: 10.1080/10668926.2014.851992.

A. B. Miller, “Finish Your dissertation once and for all!: How to overcome psychological barriers, get results, and move on with your life,” American Psychological Association. American Psychological Association, 2009.

K. Lee, “How to Write an Op-Ed,” PsycEXTRA Dataset. 2018, doi: 10.1037/e509312018-001.

R. H. Shroff, D. R. Vogel, J. Coombes, and F. Lee, “Student E-Learning Intrinsic Motivation: A Qualitative Analysis,” Commun. Assoc. Inf. Syst., vol. 19, 2007, doi: 10.17705/1CAIS.01912.

S. van Brussel, M. Timmermans, P. Verkoeijen, and F. Paas, “‘Consider the Opposite’ – Effects of elaborative feedback and correct answer feedback on reducing confirmation bias – A pre-registered study,” Contemp. Educ. Psychol., vol. 60, p. 101844, Jan. 2020, doi: 10.1016/j.cedpsych.2020.101844.

B. J. Schunk, D. H., & Zimmerman, Motivation and Self-Regulated Learning. Routledge, 2012. doi: 10.4324/9780203831076

C. S. Dweck, G. M. Walton, and G. L. Cohen, “Academic tenacity: Mindsets and skills that promote long-term learning,” Bill Melinda Gates Found., 2014.

J. L. Howard, J. Bureau, F. Guay, J. X. Y. Chong, and R. M. Ryan, “Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory,” Perspect. Psychol. Sci., vol. 16, no. 6, pp. 1300–1323, Nov. 2021, doi: 10.1177/1745691620966789.

A. S. G. Pessoa, E. Harper, I. S. Santos, and M. C. da S. Gracino, “Using Reflexive Interviewing to Foster Deep Understanding of Research Participants’ Perspectives,” Int. J. Qual. Methods, vol. 18, 2019, doi: 10.1177/1609406918825026.

C. Moustakas, Phenomenological research methods. 2455 Teller Road, Thousand Oaks California 91320 United States of America: SAGE Publications, Inc., 1994.

J. W. Creswell and C. N. Poth, Qualitative inquiry and research design: Choosing among five approaches. Sage publications, 2016.

E. L. Deci and R. M. Ryan, Intrinsic Motivation and Self-Determination in Human Behavior. Boston, MA: Springer US, 1985. doi: 10.1007/978-1-4899-2271-7

A. Bandura, “Social foundations of thought and action,” in Englewood Cliffs, NJ, vol. 1986, 1986, pp. 23–28.

D. H. Schunk, “Self-efficacy and academic motivation,” Educ. Psychol., vol. 26, no. 3–4, pp. 207–231, 1991. doi: 10.1080/00461520.1991.9653133

A. Bandura, “Social Cognitive Theory of Mass Communication,” Media Psychol., vol. 3, no. 3, pp. 265–299, Aug. 2001, doi: 10.1207/S1532785XMEP0303_03.

P. R. Pintrich, “A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.,” J. Educ. Psychol., vol. 95, no. 4, pp. 667–686, Dec. 2003, doi: 10.1037/0022-0663.95.4.667.

E. A. Locke and G. P. Latham, “Building a practically useful theory of goal setting and task motivation: A 35-year odyssey.,” Am. Psychol., vol. 57, no. 9, pp. 705–717, Sep. 2002, doi: 10.1037/0003-066X.57.9.705.

P. G. Zimbardo and J. N. Boyd, “Putting time in perspective: A valid, reliable individual-differences metric.,” J. Pers. Soc. Psychol., vol. 77, no. 6, pp. 1271–1288, Dec. 1999, doi: 10.1037/0022-3514.77.6.1271.

B. J. Zimmerman, “Attaining self-regulation: A social cognitive perspective,” in Handbook of Self-Regulation, Elsevier, 2000, pp. 13–39. doi: 10.1016/B978-012109890-2/50031-7

B. K. Britton and A. Tesser, “Effects of time-management practices on college grades.,” J. Educ. Psychol., vol. 83, no. 3, pp. 405–410, Sep. 1991, doi: 10.1037/0022-0663.83.3.405.

P. Steel, “The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure.,” Psychol. Bull., vol. 133, no. 1, pp. 65–94, Jan. 2007, doi: 10.1037/0033-2909.133.1.65.

L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.

V. Tinto, Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press, 1994. doi: 10.7208/chicago/9780226922461.001.0001