Tugas akhir adalah seringkali menjadi stressor yang dialami oleh mahasiswa tingkat akhir, di mana tingkat stres mahasiswa juga erat kaitannya dengan motivasi mahasiswa. Dengan pandemi dan berubahnya sistem bimbingan tatap muka menjadi sistem bimbingan daring, hal tersebut mengakibatkan mahasiswa mengalami penurunan academic motivation. Motivasi mahasiswa yang sedang menyelesaikan tugas akhir tidak dapat dipisahkan dari konteks sosial, termasuk dengan dosen pembimbing, di mana salah satu faktor yang memengaruhi stres mahasiswa tugas akhir adalah hubungan interpersonal negatif dengan dosen pembimbing. Maka, penelitian ini bertujuan untuk menguji korelasi antara attachment dengan dosen pembimbing dan academic motivation pada 113 mahasiswa yang sedang menyelesaikan tugas akhir pada masa pandemi dengan menggunakan kuesioner Experiences in Close Relationship – Revised – General Short Form (ECR-R-GSF) dan Academic Motivation Scale – Short Indonesian Language Version (AMS-SILV). Hasil penelitian menunjukkan bahwa terdapat hubungan signifikan yang negatif antara attachment anxiety dan intrinsic motivation (r = -.267, p < .05), dan attachment avoidance dan intrinsic motivation (r = -.270, p < .05). Selain itu, terdapat juga hubungan signifikan yang positif antara attachment anxiety dan amotivation (r = .394, p < .05), dan attachment avoidance dan amotivation (r = .224, p < .05). Penemuan lain yang berkaitan dengan attachment dan academic motivation juga turut didiskusikan./Undergraduate thesis is often a stressor experienced by final year university students, where the stress level is also closely related to students’ motivation. With the pandemic and the changing of the face-to-face thesis consultation to an online system, this has resulted in a decrease of academic motivation in university students. Students’ motivation cannot be separated from the social context, including with the thesis advisor, where one of the factors that influence student stress in undergraduate thesis is a negative interpersonal relationship with their advisor. This study aims to examine the correlation between attachments with thesis advisor and academic motivation on 113 students who are completing their undergraduate thesis during the pandemic using Experiences in Close Relationship - Revised - General Short Form (ECR-R-GSF) and Academic Motivation Scale - Short Indonesian Language Version (AMS-SILV). The results showed that there was a significant negative relationship between attachment anxiety and intrinsic motivation (r = -.267, p <.05), and attachment avoidance and intrinsic motivation (r = -.270, p <.05). There was also a significant positive relationship between attachment anxiety and amotivation (r = .394, p <.05), and attachment avoidance and amotivation (r = .224, p <.05). Other findings related to attachment and academic motivation were also discussed.