FROM BLANK PAGE TO PANIC ATTACK: UNVEILING THE ANXIETIES OF RESEARCH WRITING IN SENIOR HIGH

This study explores the lived experiences of senior high school students encountering anxiety in research writing. Using a qualitative descriptive phenomenological approach, in-depth interviews were conducted with twelve Grade 12 HUMSS and STEM students from Sultan Kudarat State University Laboratory High School. Data were analyzed using Colaizzi’s Method, which resulted in the emergence of key themes related to students’ experiences, coping mechanisms, and insights regarding research writing anxiety. Findings revealed that students commonly experience difficulty in formulating and structuring research papers, often influenced by limited background knowledge, time constraints, emotional challenges, and fear of poor performance. To cope with these challenges, students employed strategies such as collaboration and peer support, self-care and stress management practices, reliance on self-efficacy, and the use of technology and artificial intelligence tools. This research contributes to the understanding of research writing anxiety among senior high school students and highlights the importance of academic support systems, guidance, and adaptive coping strategies to promote effective research writing and student well-being.Note: This document is a preprint version of the manuscript and has not yet undergone peer review.