Environment and Social Psychology

Cognitive dissonance in L2 dissertation writing: A hidden driver of delayed graduation trends

Wan Safuraa Wan Osman

Faculty of Business & Communication, Universiti Malaysia Perlis, Kampus Alam UniMAP, Pauh Putra, Arau, Perlis, 02600, Malaysia

Fatiha Senom

Faculty of Education, Universiti Malaya, Kuala Lumpur, 50603, Malaysia

Shanina Sharatol Ahmad Shah

Faculty of Education, Universiti Malaya, Kuala Lumpur, 50603, Malaysia

DOI: https://doi.org/10.59429/esp.v10i4.3152

Keywords: cognitive dissonance; second language writing; dissertation writing; writing anxiety; postgraduate students; delayed graduation; self-regulation in writing

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Abstract

Second language (L2) postgraduate students often find dissertation writing to be a cognitively and emotionally taxing process. Beyond linguistic challenges, these students may experience cognitive dissonance (CD), a psychological conflict between their academic goals and their writing behaviors. According to Festinger’s (1957) theory of CD, an interplay exists between cognition, emotion, and motivation, whereby students’ acts of resolving their mental conflicts may influence their behaviors. While previous research has explored writing anxiety (WA) among L2 students, limited attention has been given to the role of CD in influencing dissertation writing progress and contributing to delayed graduation trends. This study aimed to investigate how CD affects L2 postgraduate students’ dissertation writing behaviors and WA. Using a multiple-case study design, three Malaysian Master’s students were selected as participants. Data were collected through in-depth interviews, audio journals, and document analysis. Thematic analysis revealed four key themes: unresolved CD impedes dissertation writing progress, diverts attention from writing issues, increases WA, and when managed adaptively, sustains writing efforts. The findings suggest that cognitive dissonance is a hidden but critical factor influencing dissertation completion and graduation timelines. Supervisors and writing support programs should consider early interventions to help students recognize and manage cognitive conflicts during the dissertation process, ultimately supporting both emotional resilience and timely academic completion.

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