Kepuasan Hidup Mahasiswa Tahun Pertama: Peran dari Kecenderungan Depresi dan  Hubungannya dengan Prestasi Akademik

Diana Permata Sari; Magdalena Winda Valentia; Chatarina Dinda Dewi Dewani

doi:10.24854/jps.v12i1.4473

Authors

Diana Permata Sari Fakultas Psikologi Universitas Sanata Dharma
Magdalena Winda Valentia Fakultas Psikologi Universitas Sanata Dharma
Chatarina Dinda Dewi Dewani Fakultas Psikologi Universitas Sanata Dharma

https://doi.org/10.24854/jps.v12i1.4473

Keywords:

academic achievement, life satisfaction, depressive tendency, college students

Abstract

This study aims to examine whether depressive tendency play a role in the relationship between academic achievement and life satisfaction in first-year college students. The research hypothesis is that depression tendency plays a role in the relationship between academic satisfaction and life satisfaction in first year students. A total of 176 respondents which consisted of 142 women and 24 men with an age range of 17-25 years (Age = 18.07; SD = 1.04) and were active students in the second semester of the Psychology Faculty at Sanata Dharma University. The research measuring tool consists of Semester Achievement Index (IPS) of the respondents in the first semester of study, which was obtained from basic Faculty data. Patient Health Questionnaire-9 (PHQ-9) to measure depression compiled by Kroenke, et al. (2001) which was then compiled in an Indonesian version by Dian, et al. (2022). The Satisfaction With Life Scale (SWLS), which has been translated into Indonesian. The scale was originally created by Diener, et al. (1985) and later reviewed by Pavot and Diener (1993). Multiple Regression Analysis (MRA) was used in the research data analysis. The results showed that depressive tendencies were a significant mediator in the relationship between academic achievement and life satisfaction.

References

Alonso, J., Mortier, P., Auerbach, R. P., Bruffaerts, R., Vilagut, G., Cuijpers, P., Demyttenaere, K., Ebert, D. D., Ennis, E., Gutiérrez-García, R. A., Green, J. G., Hasking, P., Lochner, C., Nock, M. K., Pinder-Amaker, S., Sampson, N. A., Zaslavsky, A. M., & Kessler, R. C. (2018). Severe role impairment associated with mental disorders: Results of the WHO World Mental Health Surveys International College Student Project. Depression and Anxiety, 35(9), 802–814. Portico. https://doi.org/10.1002/da.22778

Amholt, T. T., Dammeyer, J., Carteri, R., & Niclasen, J. (2020). Psychological well-being and academic achievement among school-aged children: A systematic review. Child Indicators Research, 13, 1523–1548. https://doi.org/10.1007/s12187-020-09725-9

Arnett, J. J. (2007). Emerging Adulthood: What is it, and What is it good for? Child Development Perspectives, 1(2), 68–73. https://doi.org/10.1111/j.1750-8606.2007.00016.x

Astutik, E., Sebayang, S. K., Puspikawati, S. I., Tama, T. D., Sintha, D. M., & Dewi, K.(2020). Depression, anxiety, and stress among students in newly established remote university campus in Indonesia. Malaysian Journal of Medicine and Health Sciences, 16(1), 270-277

Azic, S.S., Becirevic, I.Z.,& Jacovcic, I. (2010). The contribution of personality traits and academic and social adjustment to life satisfaction and depression in college freshmen. Horizons of Psychology, 1(3), 5-18

Baker, S. R. (2004). Intrinsic, extrinsic, and motivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23, 189-202. https://doi.org/10.1007/s12144-004-1019-9

Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. https://doi.org/10.1037/0022-3514.51.6.1173

Bradley, R., & Corwyn, R. (2004). Life satisfaction among european american, african american, chinese american, mexican american, and dominican american adolescents. International Journal of Behavioral Development, 28(5), 385-400. https://doi.org/10.1080/01650250444000072

Bruffaerts, R., Mortier, P., Kiekens, G., Auerbach, R. P., Cuijpers, P., Demyttenaere, K., Green, J. G., Nock, M. K., & Kessler, R. C. (2018). Mental health problems in college freshmen: Prevalence and academic functioning. Journal of Affective Disorders, 225, 97–103. https://doi.org/10.1016/j.jad.2017.07.044

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83–94. https://doi.org/10.1016/j.jrp.2018.02.007

Bukhari, S. R., & Khanam, S. J. (2017). Relationship of academic performance and well-being in university students. Pakistan Journal of Medical Research, 56(4), 126-130.

Chau, K., Kabuth, B., Causin-Brice, O., Delacour, Y., Richoux-Picard, C., Verdin, M., & Chau, N.(2016). Associations between school difficulties and health-related problems and risky behaviors in early adolescence: A cross-sectional study in middle-school adolescents in France. Psychiatry Research, 244, 1-9. https://doi.org/10.1016/j.psychres.2016.07.008

Cooke, P. J., Melchert, T. P., & Connor, K. (2016). Measuring well-being: A review of instruments. The Counselling Psychologist, 44(5), 730–757. https://doi.org/10.1177/0011000016633507

Chataway, C. J., & Berry, J. W. (1989). Acculturation experiences, appraisal, coping, and adaptation: A comparison of Hong Kong Chinese, French, and English students in Canada. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 21(3), 295–309. https://doi.org/10.1037/h0079820

Dessauvagie, A. S., Dang, H.-M., Nguyen, T. A. T., & Groen, G. (2021). Mental Health of University Students in Southeastern Asia: A Systematic Review. Asia Pacific Journal of Public Health, 34(2–3), 172–181. https://doi.org/10.1177/10105395211055545

Dian, C. N., Effendy, E., & Amin, M. M. (2022). The validation of Indonesian version of patient health questionnaire-9. Open Access Macedonian Journal of Medical Sciences, 10(T7), 193-198. https://doi.org/10.3889/oamjms.2022.9293

Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13

Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological bulletin, 125(2), 276. https://doi.org/10.1037//0033-2909.125.2.276

Eisenberg, D., Gollust, S.E., Golberstein, E., Hefner, J.L. (2007). Prevalence and correlates of depression, anxiety, and suicidality among university students. American Journal of Orthopsychiatry, 77(4), 534–542.https://doi.org/10.1037/0002-9432.77.4.534

Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling. Diambil dari http://www.afhayes.com/public/process2012.pdf

Huebner, E. S. (1991). Initial development of the student's life satisfaction scale. School Psychology International, 12(3), 231-240. https://doi.org/10.1177/0143034391123010

Kaligis, F., Ismail, R.I., Wiguna, T., Prasetyo, S., Indriatmi, W., Gunardi, H., Pandia, V., Magdalena, C.C. (2021). Mental Health Problems and Needs among Transitional-Age Youth in Indonesia. International Journal of Environmental Research and Public Health, 18, 4046. https://doi.org/10.3390/ijerph18084046

Kaya, M., & Erdem, C. (2021). Students’ Well-Being and Academic Achievement: A Meta-Analysis Study. Child Indicators Research, 14(5), 1743–1767. https://doi.org/10.1007/s12187-021-09821-4

Kessler, R. C., Amminger, G. P., Aguilar-Gaxiola, S., Alonso, J., Lee, S., & Ustun, T. B. (2007). Age of onset of mental disorders: a review of recent literature. Current Opinion in Psychiatry, 20(4), 359–364. https://doi.org/10.1097/yco.0b013e32816ebc8c

Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success?. Psychological bulletin, 131(6), 803. https://psycnet.apa.org/doi/10.1037/0033-2909.131.6.803

Malik, M., Nordin, N., Zakaria, A., & Sirun, N. (2013). An exploratory study on the relationship between life satisfaction and academic performance among undergraduate students of UiTM, Shah Alam. Procedia-Social and Behavioral Sciences, 90, 334-339. https://doi.org/10.1016/j.sbspro.2013.07.099

Mortier, P., Demyttenaere, K., Auerbach, R. P., Cuijpers, P., Green, J. G., Kiekens, G., Kessler, R. C., Nock, M. K., Zaslavsky, A. M., & Bruffaerts, . (2017). First onset of suicidal thoughts and behaviors in college. Journal of Affective Disorders, 207, 291–299. https://doi.org/10.1016/j.jad.2016.09.033

OECD (2017), PISA 2015 Results (Volume III): Students’ Well-Being. Paris: OECD Publishing.

Pavot, W., & Diener, E. (1993). Review of the satisfaction with life scale. Psychological assessment, 5(2), 16, 4-172. https://doi.org/10.1037//1040-3590.5.2.164

Praveen, G. A., & Mary, V. (2016). Academic Performance and Life Satisfaction among Undergraduate Students. The International Journal of Humanities & Social Studies, 4(5).

Rüppel, F., Liersch, S., & Walter, U. (2015). The influence of psychological well-being on academic success. Journal of Public Health, 23, 15–24. https://doi.org/10.1007/s10389-015-0654-y

Seim, R.W., & Spates, C. R. (2010). The prevalence and comorbidity of specific phobias in college students and their interest in receiving treatment. Journal of College Student Psychotherapy, 24 (1), 49-58. https://doi.org/10.1080/8756822090340030.

Supratiknya, A. (2015). Metodologi penelitian kuantitatif & kualitatif dalam psikolgi. Penerbit Universitas Sanata Dharma.

Verger, P., Guagliardo, V., Gilbert, F., Rouillon, F., & KovessMasfety, V. (2009). Psychiatric disorders in students in six French universities: 12-month prevalence, comorbidity, impairment and help-seeking. Social Psychiatry Psychiatric Epidemiology, 45(2), 189-199. https://doi.org/10.1007/s00127-009-0055-z

Wang, M.-T., Chow, A., Hofkens, T., & Salmela-Aro, K. (2014). The trajectories of student emotional engagement and school burnout with academic and psychological development: Reportings from Finnish adolescents. Learning and Instruction, 36(6), 57–65. https://doi.org/10.1016/j.learninstruc.2014.11.004

Whitley, A. M., Huebner, E. S., Hills, K. J., & Valois, R. F. (2012). Can students be too happy in school? The optimal level of school satisfaction. Applied Research in Quality of Life, 7, 337–350. https://doi.org/10.1007/s11482-012-9167-9