<![CDATA[Final-year university students often face academic and non-academic challenges—such as poor time management, ineffective supervision, psychological pressure, and limited methodological competence—that may delay thesis completion. This study aimed to examine the relationship and predictive contribution of final-year students’ problems to the thesis writing process. A quantitative correlational design was employed. The sample consisted of 40 final-year students selected through purposive sampling, with inclusion criteria of being actively supervised and having completed at least Chapter 1. Data were collected using a structured questionnaire and analyzed with IBM SPSS version 25 through the Kolmogorov–Smirnov normality test, Pearson correlation, and simple linear regression. The results indicated that the data were normally distributed (Sig = 0.200). Pearson correlation revealed a significant positive association between student problems and the thesis writing process (r = 0.458, p = 0.003), suggesting that higher levels of problems are linked to greater hindrance in thesis progress. Regression analysis further showed that student problems accounted for 21.0% of the variance in the thesis writing process (R² = 0.210). These findings confirm that final-year students’ problems are significantly related to and meaningfully predict barriers in thesis writing, highlighting the importance of strengthening time-management support, improving supervision quality, expanding methodological training, and providing psychological assistance to promote timely and effective thesis completion.]]>
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