Academic Self Efficacy and Student Academic Stress in the Pandemic Transition Period

Herviolita Ray Shafa; Alabanyo Brebahama

doi:10.24854/jps.v12i1.4041

Authors

Herviolita Ray Shafa Universitas YARSI, Jakarta
Alabanyo Brebahama Universitas YARSI, Jakarta

https://doi.org/10.24854/jps.v12i1.4041

Keywords:

Academic self efficacy, Academic stress, College Students

Abstract

The first year of college is a transition period from secondary education to higher education. The demand to be an independent learner, as well as the transition from distance learning to face-to-face meetings, can certainly cause academic stress. On the other hand, some factors influence the extent to which students can survive in the face of stress, one of which is self-efficacy. This research aims to look at the relationship between academic self-efficacy and academic stress in first-year students during the pandemic transition period using quantitative methods. The total number of participants in this research was 210 active first-year students. The research instruments used were the Academic Self-Efficacy Scale and the Academic Stress Inventory. The results of research using Spearman's rho correlation test technique show that the variables academic self-efficacy and academic stress (rs = -.667, p < .001) have a significant negative correlation. Thus, the higher the academic self-efficacy, the lower the academic stress experienced by students.

References

Antari, I., Widyaningrum, R., & Priyanti, S. M. (2021). Hubungan Efikasi Diri Akademik dengan Tingkat Stres Akademik Mahasiswa Selama Pandemi Covid_19.

Bandura, A (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist 28(2): 117-149.

Belawati, T., Nizam, N., Letak, P., Darmanto, B. A., Des, S., Kover, P., & Belawati, I. T. (2020). Potret pendidikan tinggi di masa covid-19. Jakarta: Direktorat Jenderal Pendidikan Tinggi.

Clinciu, A. I. (2013). Adaptation and stress for the first year university students. Procedia-social and behavioral sciences, 78, 718-722.

Djafar, H., Farhan, M., Khaeirunnisa, M., Padila, N., & Basir, A. (2022). Dampak Pembelajaran Daring dan Luring Pada Mahasiswa. Educational Leadership: Jurnal Manajemen Pendidikan, 2(01), 100-109.

Hamzah, B., & Hamzah, R. (2020). Faktor-faktor yang berhubungan dengan tingkat stres akademik pada mahasiswa stikes graha medika. Indonesian Journal for Health Sciences, 4(2), 59-67.

Harahap, A. C. P., Harahap, D. P., & Harahap, S. R. (2020). Analisis Tingkat Stres Akademik Pada Mahasiswa Selama Pembelajaran Jarak Jauh Dimasa Covid-19. Biblio Couns: Jurnal Kajian Konseling dan Pendidikan, 3(1), 10-14.

Irmeilyana, I., Ngudiantoro, N., Maiyanti, S. I., & Setiawan, A. (2022). Pemanfaatan Gawai Pada Adaptasi Teknologi Untuk Media Pembelajaran Bagi Guru Sdn 9 Tanjung Batu Di Desa Limbang Jaya Kabupaten OganIlir. Jurnal Vokasi, 6(1), 16-23.

Lin, Y. M., & Chen, F. S. (2009). Academic stress inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 7(2), 157-162.

Lubis, H., Ramadhani, A., & Rasyid, M. (2021). Stres akademik mahasiswa dalam melaksanakan kuliah daring selama masa pandemi Covid 19. Psikostudia: Jurnal Psikologi, 10(1), 31.

Mudita, I. K. (2023). Peran Self Efficacy Dalam Memediasi Pengaruh Pembelajaran Daring Terhadap Stres Akademik Mahasiswa. Universitas Pendidikan Ganesha.

Mudjijanti, F. (2021). Stres akademik mahasiswa dalam pembelajaran daring pada masa pandemi covid-19 di Universitas Katolik Widya Mandala Surabaya kampus Kota Madiun. Jurnal Konseling Komprehensif: Kajian Teori dan Praktik BImbingan dan Konseling, 8(2), 19-28.

Mutlu, A.K. (2018). Academic Self-Efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students. Universal Journal of Education Research, 6(10), 2087-20803.

Purba, D. H., Purba, A. M. V., Saragih, H. S., Megasari, A. L., Argaheni, N. B., Utami, N., & Darmawan, D. (2021). Kesehatan Mental. Yayasan Kita Menulis.

Puspita, B. K. (2022). Hubungan Antara Prokrastinasi dan Stres Akademik Pada Mahasiswa Program Studi Kedokteran Serta Tinjauannya Menurut Islam. Universitas YARSI.

Rabbani, M. R., & Wahyudi, H. (2023). Pengaruh Academic Self-Efficacy terhadap Stress Akademik Mahasiswa yang sedang Mengerjakan Skripsi. In Bandung Conference Series: Psychology Science. Vol. 3, No. 1, pp. 202-211.

Rantayu, R. F., Andini, D. A., Maisaroh, D., & Putranto, S. (2023). Perspektif Siswa Terhadap Pembelajaran Matematika Secara Blended Learning Selama Masa Transisi. RANGE: Jurnal Pendidikan Matematika, 4(2), 140-151.

Rauf, W.N. (2015). Hubungan antara academic self efficacy dan kecenderungan mengalami academic burnout pada mahasiswa serta tinjauannya menurut Islam. Universitas YARSI.

Riani, L. P., Sari, I. N., Khasanah, S., & Putri, A. E. (2022). Menjaga Efektifitas Supervisi Pendidikan Pasca Pandemi. JDMP (Jurnal Dinamika Manajemen Pendidikan), 6(2), 140-148.

Sagita, D. D., Daharnis, D., & Syahniar, S. (2017). Hubungan Self Efficacy, Motivasi Berprestasi, Prokrastinasi Akademik Dan Stres Akademik Mahasiswa. Jurnal Bikotetik Bimbingan Dan Konseling: Teori Dan Praktik, 1(2), 43-52.

Sugiyono, (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: CV. Alfabeta.

Suprapto, D. M. (2021). Hubungan Antara Efikasi Diri Akademik Dengan Stres Akademik Pada Mahasiswa Fakultas Psikologi Universitas Mercu Buana Yogyakarta. Universitas Mercu Buana Yogyakarta.

Suyanto, A. A., Noor, M. A., & Astutik, I. T. (2018). Analisis Data Penelitian Petunjuk Praktis Bagi Mahasiswa Kesehatan Menggunakan SPSS.

Triwiyanto, T. (2022). Manajemen Kurikulum dan Pembelajaran. Jakarta: Bumi Aksara.

Widyastuti, A. (2021). Optimalisasi Pembelajaran Jarak Jauh (PJJ), Daring Luring, Bdr. Elex Media Komputindo.

Womble, L. P. (2001). Impact of stress factors on college students academic performance. University of North Carolina at Charlotte. http://journal.com.

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in higher education, 46(6), 677-706.