Analysis of Anxiety and Uncertainty in Communication

Oct 13, 2025 by pynkocean.com 125 views

The Phenomenon of Interpersonal Communication Lecturers and Students in Thesis Guidance: Analysis of Communication and Uncertainty Analysis

In the context of thesis guidance at the Faculty of Social and Political Sciences (FISIP), University of North Sumatra (USU), interactions between supervisors and students are often challenging. This research is titled "Interpersonal Communication Phenomenon of Supervisor and Student Lecturers in Thesis Guidance: A Case Study of Anxiety Communication and Uncertainty in USU FISIP Students". The main purpose of this study is to analyze interpersonal communication interactions, as well as understanding the anxiety and uncertainty experienced by students when communicating with their supervisors. In addition, this study also aims to find out the factors that have the potential to cause this phenomenon.

Understanding the Importance of Interpersonal Communication in Thesis Guidance

Interpersonal communication is a crucial aspect of thesis guidance, as it enables students and supervisors to effectively communicate and work together towards achieving the goals of the thesis. However, the effectiveness of this communication can be hindered by various factors, including anxiety and uncertainty. This study aims to explore the dynamics of interpersonal communication between students and supervisors, and to identify the factors that contribute to anxiety and uncertainty in this context.

Methodology and Research Design

This research employed a case study approach and qualitative methodology to explore the phenomenon of interpersonal communication between students and supervisors. A total of 17 informants from six departments in the USU FISIP were involved in this study, and they had a level of anxiety and varying uncertainty. The research design involved in-depth interviews and observations to gather data on the interactions between students and supervisors.

Analysis of Anxiety and Uncertainty in Communication

The results of this study showed that the interaction between students and supervisors had not been effective. One of the factors that contributes to this is the lack of student openness to the supervisor. Many students feel anxious and hesitant in communicating, which is often caused by negative perceptions of the character and methods of lecturer guidance. This makes students less empathetic and focus more attention on differences than the similarities between them and supervisors.

Communication anxiety can arise from various sources, both internal and external. In the context of this research, a significant internal factor is student perceptions about the character of lecturers who are considered difficult to reach or too tight. Uncertainty in this interaction worsens the situation, where students feel they do not know what is expected of them in each guidance session.

In addition, researchers also found that students often did not give positive appreciation that should be received by the supervisor. This creates an imbalance in interaction, where students feel depressed to meet expectations that may not be clear for them.

Factors Contributing to Anxiety and Uncertainty in Interpersonal Communication

Several factors contribute to anxiety and uncertainty in interpersonal communication between students and supervisors. These include:

Negative perceptions of lecturer character: Students who perceive their lecturers as difficult to reach or too tight may feel anxious and hesitant in communicating.
Lack of student openness: Students who are not open to their supervisors may feel anxious and uncertain in communicating.
Unclear expectations: Students who do not know what is expected of them in each guidance session may feel anxious and uncertain.
Imbalance in interaction: Students who do not receive positive appreciation from their supervisors may feel depressed and anxious.

Conclusion and Research Implications

Based on the results of this study, it can be concluded that anxiety and uncertainty in interpersonal communication of students and supervisors have a significant impact on the effectiveness of thesis guidance. To increase this interaction, it is very important for students to develop open and positive attitudes towards their supervisors. In addition, lecturers also need to be aware of the factors that can cause anxiety and uncertainty among students and try to create a more supportive environment.

Through this research, it is hoped that there will be further attention to interpersonal communication in the academic guidance process, which in turn can improve the quality of education in the academic environment. Increasing understanding of the dynamics of communication is very important for the development of more productive relationships between lecturers and students.

Recommendations for Future Research

This study provides several recommendations for future research:

Further exploration of factors contributing to anxiety and uncertainty: Future research should explore the factors that contribute to anxiety and uncertainty in interpersonal communication between students and supervisors.
Development of strategies to improve interpersonal communication: Future research should develop strategies to improve interpersonal communication between students and supervisors.
Evaluation of the effectiveness of thesis guidance: Future research should evaluate the effectiveness of thesis guidance and identify areas for improvement.

Limitations of the Study

This study has several limitations:

Small sample size: The sample size of this study was small, which may limit the generalizability of the findings.
Qualitative methodology: The qualitative methodology used in this study may limit the ability to generalize the findings to other contexts.
Limited scope: The scope of this study was limited to the Faculty of Social and Political Sciences (FISIP), University of North Sumatra (USU), which may limit the generalizability of the findings.

Conclusion

In conclusion, this study provides insights into the phenomenon of interpersonal communication between students and supervisors in thesis guidance. The results of this study show that anxiety and uncertainty in interpersonal communication have a significant impact on the effectiveness of thesis guidance. To increase this interaction, it is very important for students to develop open and positive attitudes towards their supervisors. In addition, lecturers also need to be aware of the factors that can cause anxiety and uncertainty among students and try to create a more supportive environment.
Q&A: The Phenomenon of Interpersonal Communication Lecturers and Students in Thesis Guidance

In our previous article, we explored the phenomenon of interpersonal communication between students and supervisors in thesis guidance. We discussed the factors that contribute to anxiety and uncertainty in this context, and the importance of developing open and positive attitudes towards supervisors. In this Q&A article, we will answer some of the most frequently asked questions about this topic.

Q: What is the main purpose of this study?

A: The main purpose of this study is to analyze interpersonal communication interactions between students and supervisors, and to understand the anxiety and uncertainty experienced by students when communicating with their supervisors.

Q: What are the factors that contribute to anxiety and uncertainty in interpersonal communication?

A: The factors that contribute to anxiety and uncertainty in interpersonal communication include negative perceptions of lecturer character, lack of student openness, unclear expectations, and imbalance in interaction.

Q: How can students develop open and positive attitudes towards their supervisors?

A: Students can develop open and positive attitudes towards their supervisors by being receptive to feedback, asking questions, and seeking clarification when needed. They can also try to understand the supervisor's perspective and be empathetic towards their needs.

Q: What can lecturers do to create a more supportive environment for students?

A: Lecturers can create a more supportive environment for students by being approachable, providing clear expectations, and offering constructive feedback. They can also try to understand the student's perspective and be empathetic towards their needs.

Q: How can thesis guidance be improved?

A: Thesis guidance can be improved by increasing the effectiveness of interpersonal communication between students and supervisors. This can be achieved by developing open and positive attitudes towards supervisors, and by creating a more supportive environment for students.

Q: What are the implications of this study for education?

A: The implications of this study for education are that interpersonal communication is a crucial aspect of thesis guidance, and that anxiety and uncertainty can have a significant impact on the effectiveness of this process. By developing open and positive attitudes towards supervisors, and by creating a more supportive environment for students, educators can improve the quality of education and increase student success.

Q: What are the limitations of this study?

A: The limitations of this study include a small sample size, a qualitative methodology, and a limited scope. Future research should aim to address these limitations and provide a more comprehensive understanding of the phenomenon of interpersonal communication in thesis guidance.

Q: What are the recommendations for future research?

A: The recommendations for future research include further exploration of the factors that contribute to anxiety and uncertainty in interpersonal communication, development of strategies to improve interpersonal communication, and evaluation of the effectiveness of thesis guidance.

Q: What are the implications of this study for students?

A: The implications of this study for students are that they should develop open and positive attitudes towards their supervisors, and that they should be receptive to feedback and seek clarification when needed. By doing so, students can improve their thesis guidance experience and increase their chances of success.

Q: What are the implications of this study for lecturers?

A: The implications of this study for lecturers are that they should be aware of the factors that contribute to anxiety and uncertainty in interpersonal communication, and that they should try to create a more supportive environment for students. By doing so, lecturers can improve the quality of education and increase student success.

Q: What are the implications of this study for education policy?

A: The implications of this study for education policy are that education policymakers should prioritize the development of open and positive attitudes towards supervisors, and that they should create a more supportive environment for students. By doing so, policymakers can improve the quality of education and increase student success.