Research Fatigue and Scientific Writing Difficulties among Thesis and Dissertation Writers in a Catholic University: A Qualitative Inquiry

Abstract

Graduate education places rigorous pressure on students to produce high-quality research, which can trigger research fatigue. This academic exhaustion often leads to substantial difficulties with scientific writing, leaving students feeling unequipped in terms of knowledge, skills, and attitude. This study explored the presence of research fatigue and scientific writing difficulties among thesis and dissertation writers. Utilizing a descriptive qualitative design, the researcher gathered data through semi-structured interviews. Moreover, qualitative insights were analyzed using Lichtman’s 3Cs (coding, categorizing, and conceptualizing). Qualitative analysis revealed three core themes for research fatigue, which include physiological and psychosomatic manifestations, cognitive and psychological exhaustion, and functional disruption and role strain. In addition, three themes of writing difficulties include structural and logical organization hurdles, technical and methodological barriers, and information literacy and pedagogical gaps.