More Than a Paper: What an Undergraduate Thesis Really Teaches You

Completing an undergraduate thesis became a defining experience within my psychology degree. It was the first time everything I had learned began to feel connected and purposeful. Statistics moved beyond formulas. Theories became more than names attached to researchers. Research methods shifted from abstract steps in a textbook to decisions I was responsible for making.

I began to understand why I had learned all of it, because I was finally applying it myself.

In many ways, the thesis felt like the final integration of my degree. It brought together years of coursework into one sustained, independent project.

More than the grade, what stayed with me were the lessons about stress, self-doubt, uncertainty, discipline, and personal development. I wanted to share my experience as someone who genuinely valued their final year as a thesis student, and how it deepened my passion for this field.

Whether you are considering a thesis or already navigating one, I hope this offers perspective, reassurance, and maybe even a sense of excitement about what this experience can teach you.

How I Pursued This Opportunity

At McMaster University, in the Psychology, Neuroscience & Behaviour program specializing in Mental Health, I completed a four-year degree and wrote my thesis in my final year.

It began in second year with a few cold emails. I reached out to labs at McMaster whose work I found genuinely interesting. I joined the Auditory Development Lab, volunteered over the summer, transitioned into a research assistant role in third year, and eventually became a thesis student in fourth year.

Being part of the lab early allowed me to gradually build foundational skills and see what research truly looks like beyond the classroom. It also gave me space to ask myself an important question before committing to a year-long project. Do I actually enjoy this type of work?

Because I had already been involved in the lab, I did not have to formally interview for my thesis position. I had built connections with my supervisor and lab members over time. Many students directly email professors and interview for thesis roles, which is another way to pursue a thesis position. What matters most is initiative and genuine curiosity.

My Thesis Experience

Many students continue a previous student’s project, working with existing materials or study designs. I was fortunate to work closely with my supervisor and be trusted to develop a project more independently.

My thesis was titled:

Are Neural Responses to Musical Rhythms Related to the Urge to Move?

At its core, my project explored something simple yet fascinating: why do certain rhythms make us want to move?

Specifically, I examined how different levels of syncopation, defined as the deliberate violation of metrical expectations in rhythm, influence both the subjective urge to move and neural responses in the brain (Cameron et al., 2023). In my study, participants listened to rhythmic stimuli with either low or medium syncopation. After each trial, they rated their urge to move on a 1 to 7 scale. At the same time, I recorded brain activity using electroencephalography (EEG) to examine neural entrainment, which refers to how brain activity synchronizes with rhythmic structure.

Prior research suggests that medium syncopation tends to elicit the strongest urge to move because it balances predictability and surprise (Stupacher et al., 2022; Cameron et al., 2023). In my own findings, participants consistently reported a stronger urge to move in response to medium syncopation compared to low syncopation. However, when looking at overall brain activity patterns across participants, the neural results were less consistent, highlighting how complex it is to measure how rhythm engages the brain and pointing toward important directions for future research.

My supervisor and I spent weeks discussing control variables, outlining the structure of the experiment, and drafting the initial framework. I coded and designed the task using Python. What looked like a simple rhythm experiment on paper required immense attention to detail. Timing had to be precise. Instructions had to be clear. Data had to be recorded accurately.

There were many revisions and small adjustments along the way, and moments when I genuinely wondered whether I had underestimated how complex the task would be. Under time pressure, it sometimes felt overwhelming.

Piloting participants was genuinely one of the most enjoyable parts of the process. I had friends sit quietly in a room for nearly an hour to test the experiment I had built. There was something incredibly exciting about watching people interact with something that began as an idea and slowly turned into a working study. Their feedback, along with the pilot data, helped me refine the design before moving on to official data collection.

Analysis was the most demanding part of the thesis. Working with real data feels very different from completing structured assignments. There is no answer key and no predetermined path forward. Each decision, from organizing the data to interpreting the results, requires careful thinking and clear justification. It was challenging, but it was also the moment I realized how much my training in MATLAB had prepared me.

Presenting at the thesis showcase was another highlight. Receiving thoughtful feedback from faculty and peers, including those knowledgeable in EEG and music research, pushed me to think more broadly about my project. It reminded me that research is not done in isolation. It is part of an ongoing conversation.

What I Would Do Differently

Writing the final report taught me something important. Every decision in your experiment needs to be thoughtfully documented. Scientific rigour is built through clarity. I would strongly recommend writing things down as you go instead of trying to reconstruct everything at the end.

You do not get unlimited time with your supervisor. Most meetings happen once a week and move quickly. I learned the importance of preparing thoroughly. Bring updates. Bring questions. Leave knowing exactly what your next steps are.

Communicating clearly about expectations also reduces so much stress. Ask whether follow-up emails are welcome. Ask how often they prefer updates. Clarifying boundaries early prevents unnecessary anxiety later.

Maintaining a timeline or journal was one of the most helpful habits I developed. With so many moving pieces, having a written record of progress and next steps brought clarity and steadiness to the process.

What a Thesis Really Teaches You

Beyond research skills, a thesis teaches you about yourself.

You learn about your work ethic. Unlike regular courses, a thesis is largely self-directed. Your supervisor guides you, but you are responsible for staying on track. You learn how to build a realistic timeline and stick to it.

You learn how you respond to uncertainty. There will be moments when you genuinely do not know what to do next. Your experiment might need revisions. Something may not go as planned. Those moments build resilience and problem-solving skills.

You learn what high-quality academic writing actually looks like. Being precise, intentional, and deeply familiar with your project from beginning to end.

Most importantly, you learn that growth happens in uncomfortable moments. It is okay to not know everything. You are still learning. Asking questions, trying your best, and applying your knowledge thoughtfully is what matters.

Completing an undergraduate thesis is a significant milestone. It may feel overwhelming at times, but it is also an incredible privilege, the opportunity to carry a question from uncertainty to completion!

With warmth and encouragement!

References

Cameron, D. J., Caldarone, N., Psaris, M., Carrillo, C., & Trainor, L. J. (2023). The complexity‐aesthetics relationship for musical rhythm is more fixed than flexible: Evidence from children and expert dancers. Developmental Science, 26(5). https://doi.org/10.1111/desc.13360

Stupacher, J., Matthews, T. E., Pando-Naude, V., Foster Vander Elst, O., & Vuust, P. (2022). The sweet spot between predictability and surprise: musical groove in brain, body, and social interactions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.906190