Student Academic Stress Research Articles

The pressure of academic stress and self-efficacy among student

Academic stress is the pressure that is felt by individuals in achieving the expected goals. The phenomenon that occurs is that students are not so confident in their abilities that they cause academic stress in achieving their college goals. This study aims to obtain a picture of student self-efficacy and an overview of student academic stress in the guidance and counseling study program. Based on the results of the study found the coefficient of self-efficacy variables with student academic stress is said to be significant and negatively correlated. This research departs from the fact that many students feel pressured by many assignments at school, and this causes their stress symptoms to experience at school. Therefore the ability to solve problems (self-efficacy) is thought to be very important to deal with these problems. The purpose of this study is to examine the relationship between self-efficacy and stress symptoms of elementary school students (Madrasah Ibtidaiyah Private) in Solok City, West Sumatra. This research uses a quantitative approach, with a population of 354 students. However, only grades 4-6 were included in this study as a sample totaling 80 people. The sampling technique used is proportional to stratified soak sampling. The statistical model used in this study is the Pearson correlation. The results of this study prove the relationship between self- efficacy and stress symptoms of school students. {page:WordSection1;}

Advances and challenges in the detection of academic stress and anxiety in the classroom: A literature review and recommendations.

In recent years, stress and anxiety have been identified as two of the leading causes of academic underachievement and dropout. However, there is little work on the detection of stress and anxiety in academic settings and/or its impact on the performance of undergraduate students. Moreover, there is a gap in the literature in terms of identifying any computing, information technologies, or technological platforms that help educational institutions to identify students with mental health problems. This paper aims to systematically review the literature to identify the advances, limitations, challenges, and possible lines of research for detecting academic stress and anxiety in the classroom. Forty-four recent articles on the topic of detecting stress and anxiety in academic settings were analyzed. The results show that the main tools used for detecting anxiety and stress are psychological instruments such as self-questionnaires. The second most used method is acquiring and analyzing biological signals and biomarkers using commercial measurement instruments. Data analysis is mainly performed using descriptive statistical tools and pattern recognition techniques. Specifically, physiological signals are combined with classification algorithms. The results of this method for detecting anxiety and academic stress in students are encouraging. Using physiological signals reduces some of the limitations of psychological instruments, such as response time and self-report bias. Finally, the main challenge in the detection of academic anxiety and stress is to bring detection systems into the classroom. Doing so, requires the use of non-invasive sensors and wearable systems to reduce the intrinsic stress caused by instrumentation.

Hubungan Antara Kelekatan Teman Sebaya Dengan Stress Akademik Pada Siswa Kelas XII Jurusan MIPA Di SMAN X Padang

This study aims to determine the relationship between peer attachment and academic stress in class XII students majoring in Mathematics and Natural Sciences in SMAN X Padang. The independent variable in this study is peer attachment and the variable used is Academic Stress. Measuring instruments used in this research are peer attachment scale and Academic Stress. The sampling technique in this study used the Random Sampling technique. The sample in this study were 152 students at SMAN X Padang. The validity and reliability test in this study uses the Cronbach Alpha technique. The results of the validity coefficient on the stickiness scale of peers move from rix = 0.310 to rix = 0.809 with a reliability coefficient of α = 0.883 while on the academic stress scale moves from rix = 0.316 to rix = 0.803 with a reliability coefficient of α = 0.864. Based on data analysis, a decent value of -0,591 is obtained with a significance level of 0,000, which means the hypothesis is accepted. This shows that there is a significant relationship between peer attachment and academic stress of students at SMAN X Padang. While the effective contribution of the variable peer attachment to academic stress 35%.

Efecto del programa Armonía sobre el rendimiento y estrés académico en estudiantes de educación superior de lima

 This research evaluated the effect of the Armonía program, based on mindfulness, on academic performance and academic stress in students of a higher education institution in Lima, through 8 sessions of approximately 1 hour and 30 minutes, for 8 weeks. A quasi-experimental design with pre and postest was used, with two groups (experimental and control), both with 25 randomly assigned participants, who had a mean age of 19.82 years. For the measurement of stress, the SISCO SV-21 Inventory was used and for academic performance, the grades of the first and second partials, completed by the teachers, were used. It was found that there are statistically significant effects in favor of stress reduction in general explained by the program with a large effect size (d = 1.18; p < .01), as well as for its stressor dimensions (d = 1.39; p < .01), symptoms (d = 2.88; p < .01) and coping strategies (d = -3.16; p < .01); Likewise, statistically significant effects were determined in favor of the increase in global academic performance explained by the program with a medium effect size (d = -0.42; p = .04). It is concluded that there is sufficient evidence to determine the effectiveness of the program in reducing stress; however, despite having a certain effect on academic performance in general, more research is needed to determine its influence on this variable and its components.

Perspective on College Students' Academic Stress during the COVID-19 Pandemic: An Empirical Study in Jakarta Indonesia

The purpose of this study is to find out the relationship between online learning and academic load with academic stress during the Covid-19 pandemic in students who are studying online in Indonesia. This study uses online learning scales, academic load, and academic stress to measure each variable, using quantitative research methods, and simple random sampling data collection techniques. The number of subjects is 116 first-year second-semester students at seven colleges who are studying online in Indonesia. The results showed that there is a negative relationship between online learning and academic stress, there is a positive relationship between academic load and academic stress, and there is a relationship between online learning and academic load with academic stress in students. The research found online learning is the most dominant variable contributing to the academic stress of students in Indonesia.

SELECTED NURSING STUDENTS’ ACADEMIC STRESS: COPING AND ACHIEVEMENT STRATEGIES AMIDST COVID-19

Online classes are proven to be challenging for students during the COVID-19 pandemic. The researchers determined the nursing student's academic stress: coping and achievement strategies amidst COVID-19 at Wesleyan University, Philippines during the Academic Year 2020–2021 (second semester). The study was quantitative descriptive, which utilized total enumeration sampling to examine the entire population of the 177 Level II nursing students. Survey questionnaires were adapted and collected through Google Forms, which were analyzed using frequency and percentage, total weighted mean, and Kendall’s tau. Thus, this study determined the demographic profile, age, sex, religion, academic stress, coping, and achievement strategies of the respondents. In conclusion of this study, respondents have a high level of academic stress and use adaptive coping strategies and self-motivation to learn learning strategies. Researchers recommended to universities, colleges, and professors some considerations to enhance the academic performance of students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0906/a.php" alt="Hit counter" /></p>

Hardiness dan Dukungan Sosial Orang Tua dengan Academic Stress di SMK Negeri 1 Way Panji

Hardiness and Social Support of Parents with Academic Stress at SMK Negeri 1 Way Panji This study aims to examine the relationship between hardiness and parental social support with student academic stress during the COVID-19 pandemic at SMK Negeri 1 Way Panji. The method used is correlational quantitative with a sample of 79 students. Data analysis using multiple regression processed using SPSS 21.0 for Windows. The results of the analysis of the major hypotheses show that there is a very significant relationship between hardiness and parental social support with academic stress. The score R = 0.569 with p value = 0.000 (p < 0.01). The results of the first minor hypothesis analysis show that there is a very significant negative relationship between hardiness and academic stress, if parents' social support is controlled, with a score of r= -0.406, p= 0.000 (p<0.01). The results of the second minor hypothesis analysis show that there is no relationship between parental social support and academic stress. By controlling for hardiness, the score r= -0.026, p= 0.821 (p>0.05). Based on the results of data analysis, it can be concluded that hardiness and social support are jointly correlated with academic stress. However, after analyzing the correlational test for each independent variable by controlling for other variables, the result is that only hardiness has a correlation with academic stress.

The Influence of Students' Emotional Intelligence, Learning Facilities and Academic Stress Levels on Student Achievement in Private Vocational High Schools, Department of Telecommunication Access Network Engineering in Banjarbaru

After students have completed the learning process, several aspects such as cognitive, emotional, and psychomotor characteristics are measured using test instruments or related instruments to determine learning accomplishment in the field of education. The goal of this study was to see how emotional intelligence, learning environments, and stress levels affected student success. The population of this study was 76 students of class X-XII Telecommunication Access Network Engineering Department in Banjarbaru in 2021-2022 academic year. Data collection was carried out using instruments consisting of emotional intelligence (30 items), learning facilities (10 items), academic stress level (60 items), and learning achievement (average grade point). The method in this study uses a descriptive correlational method using a quantitative approach. Analysis of the data used was path analysis. Based on the results obtained, it is stated that (1) there is a direct insignificant effect of students' emotional intelligence on student learning achievement, (2) there is a direct insignificant effect of academic stress levels on student achievement, (3) there is a significant direct influence on facilities. student learning on student achievement, (4) there is a direct insignificant effect of emotional intelligence on the level of academic stress, (5) there is a direct influence that is not significant the influence of learning facilities on the level of academic stress. (6) there is an indirect influence that is not significant the influence of emotional intelligence through the level of academic stress on student learning achievement, (7) there is an indirect and insignificant effect of learning facilities through the level of academic stress on student achievement.

Stres pada Mahasiswa STT Cipanas: Perbandingan antara Pembelajaran Tatap Muka dan Daring

AbstractIn dealing with the impact of the COVID-19 pandemic, Cipanas Theological Seminary students must adapt to changes in the Distance Learning process. This has an impact on student academic stress. The study was conducted on 43 (semester 3 and semester 5) students of STT Cipanas as participants to see the difference in academic stress levels between students who have studied face-to-face with students who take distance learning. To obtain data on differences in stress levels between face-to-face lectures and distance learning, researchers used the Academic Stress Scale measuring instrument which has been translated in Awaludin's research (2015). This instrument has been modified by Setiadi, et al (2020). With the analysis technique of Independent Samples T-Test and Paired Sample T-Test. 1) The academic stress level of 3rd semester students during distance learning is significantly higher than 5th semester. 2) The level of academic stress of 5th semester students during distance learning is significantly higher than face-to-face learning. Although the COVID-19 pandemic is not certain to be completed in a short time, the institution can use the results of this research to develop learning designs that minimize academic stress on students in distance learning.

THE CORRELATION OF ADOLESCENT EMOTIONAL STABILITY TO ACADEMIC STRESS AT SMAN 3 TANGERANG REGENCY

Introduction: Stress is a disorder of the nervous system that can cause a fast heartbeat, sweaty body, flushed face and so on. Emotional stability is a person's ability to adapt to the surrounding environment. Factors that come from within themselves or internal factors are the low intellectual property of students, emotions and attitudes that often change, as well as impaired function of the senses of sight and hearing (eyes and ears) while factors that come from outside or external are family environmental factors,community and school. The purpose of this study was to determine emotional stability, academic stress, characteristics such as gender in SMAN 3 Tangerang Regency. Methods: Correlation description design with Cross Sectional approach. The population in this study were students of class XI and XII of IPS SMAN 3 Tangerang Regency as many as 380 students, the number of samples was 195 students. The technique used is Stratified Random Sampling. Collecting data using a questionnaire of emotional stability and academic stress. Results: : In this study using the Chi-Square table test with a p-value smaller than 0.05 which indicates that Ho is rejected and Ha is accepted so that it can be stated that there is a significant relationship between adolescent emotional stability and academic stress in students at SMAN 3 District Tangerang. Conclusions: Based on this research, it is expected that schools, parents, and students' environment will pay more attention to students and help to manage the stress experienced by students due to academic demands.

Pengaruh Efikasi Diri dan Regulasi Diri terhadap Stress Akademik Mahasiswa selama Pandemi COVID-19

The emergence of the COVID-19 pandemic has changed the world of education, because face-to-face learning activities were stopped and the learning process shifted to using online methods. Changes in the learning process cause academic stress in students. This paper aims to describe the results of research on the effect of student self-efficacy and self-regulation on academic stress experienced by students in online courses. This study uses a quantitative approach. Data analysis used multiple linear regression with the help of SPSS version 26 for windows. The results of the study state that self-efficacy and self-regulation have an effect on student academic stress which can be seen from the calculation results obtained with a significance value of 0.000 ≤ 0.05. Then, there is a significant effect between self-efficacy and academic stress on students as seen from the calculation results obtained with a significance value of 0.000 ≤ 0.05. Furthermore, there is an influence between self-regulation and academic stress on students as seen from the calculation results obtained with a significance value of 0.007 ≤ 0.05.

Urgency and Implementation of Humor in Learning

Learning is the central point of interaction between teachers and students. On this basis, the learning that takes place is ideally carried out in a fun way (conducive learning climate). One of the efforts that can be carried out to liven up the learning atmosphere is through the teacher's humorous approach to students. This study aims to describe the urgency and implementation of humor in Islamic religious education learning. The type of research approach is qualitative research with a literature study method. Sources of data and study analysis materials are based on scientific references through credible websites, such as Google Scholar, DOAJ, and SINTA. The results of this study indicate that the urgent humor approach is applied by educators in the PAI learning process as an attraction and increasing student enthusiasm for learning, as well as minimizing the level of academic stress in students. Likewise, the main aspect that can be considered in implementing humor is the material being taught, the age of the students, the right time, and most importantly the humor provided must be educative.

The effectiveness of art therapy to reduce academic stress among students during online learning

Many changes have occurred as a result of the COVID-19 pandemic and also be seen in the sphere of education, as learning methods are being transitioned from offline to online learning. These changes cause academic stress among students. Academic stress results in a drop in student learning motivation, and failure to complete lecture assignments on time. The researcher used this phenomena to conduct a one-design group experimental investigation on five academically challenged teenagers. Art therapy was utilized as the intervention, with an academic stress scale tool used to measure its effectiveness. During COVID-19, data collection and intervention operations are carried out directly through the use of health protocols. The Student-t Test is used to analyze the data with the help of Jeffreys' Amazing Statistics Program software. According to the findings of the study, an art therapy intervention was beneficial in reducing student academic stress in online learning.

PROBLEM BASED TRAINING UNTUK MEREDUKSI STRES AKADEMIK MAHASISWA PADA MASA PANDEMI

The purpose of this study was to determine the effectiveness of the application of problem based training in reducing student academic stress. The approach used in this research is an experimental approach, specifically Quasi Experimental Designs with a one-group pretest-posttest design. This study used a sample of 8 Guidance and Counseling Students who experienced high academic stress, with purposive sampling technique. The treatment used in this research is to use problem based training services. Data analysis technique using Wilcoxon test. The results showed that the application of problem based training services could reduce student academic stress.

Academic Stress of University of Muhammadiyah Sidoarjo Students Who Study While Working Class of 2021

This research is motivated by the phenomenon of academic stress that occurs in college students while working. This study aims to determine the description of Academic Stress in Students Studying while Working Class of 2021 at Muhammadiyah University of Sidoarjo, with a total of 161 students as respondents. This type of research uses descriptive quantitative research methods. The data analysis process was carried out using SPSS version 17.0. The results of the reliability test on the academic stress scale showed a reliability coefficient of 0.898. The results of data analysis from academic stress research on students who are studying while working class of 2021 at Muhammadiyah University of Sidoarjo are classified as moderate with a percentage value of 66%. The results of this study also showed that the cognitive aspect of women had a higher score of 17.35%. So that students tend to have negative thoughts, and tend to be difficult to do assignments and difficult to concentrate

The Relationship Between Self Regulated Learning and Academic Stress on Students Taking Skipsi Course at FPIP 2016/2017 Universitas Muhammadiyah Sidoarjo

Academic stress is stress related to educational activities that occur during the education period caused by demands that arise when a person is in education. This study aims to determine the relationship between self-regulated learning and academic stress in students taking thesis courses at FPIP in 2016. / 2017 Muhammadiyah University of Sidoarjo. This research is a type of quantitative research with a correlation approach. The population of this study were students who took the 2016/2017 thesis course at FPIP with a total of 387 students, with a research sample of 186 students taking 2016/2017 courses at FPIP, which were taken using a quota sampling technique. The data collection method used a Likert-model psychological scale, namely the academic stress scale (21 items, a = 0.834) and the self-regulated learning scale (68 items, a = 0.949). The data analysis used is the analysis with Pearson Product Moment correlation technique using the SPSS 18 for windows program. The results showed a negative relationship between self-regulated learning and academic stress in students who took thesis courses at FPIP in 2016/2017 Muhammadiyah University of Sidoarjo with a correlation coefficient of -0.376 with ρ = 0.000 (ρ <0.05). The correlation coefficient value shows that there is a significant negative relationship, meaning that the higher the self-regulated learning, the lower the academic stress. Conversely, the lower self-regulated learning, the higher the academic stress. Self regulated learning provides an effective contribution of 14.1% to academic stress

The Relationship of Self-Efficacy with Academic Stress of Grade 9 Students at Madrasah Tsanawiyah

This research was conducted because it was motivated by the demands of Islamic-based schools (MTs) for their students. Where students must learn general subjects and subjects regarding religion, so students must understand them at once. This makes the teaching and learning process in schools spend more time than schools in general. This triggers the emergence of academic stress in students. This research was conducted with the aim to determine the relationship between self-efficacy and academic stress of students at MTs Negeri 1 Pasuruan. This type of research is quantitative research using a correlational approach. The variables in this study were the self-efficacy variable as the independent variable while the academic stress variable was the dependent variable. The measuring instrument used is a Likert scale measuring instrument with the population involved in this study, namely students of class IX at MTs Negeri 1 Pasuruan as many as 366 students. Based on the table of Issac and Michael, the total population of 366 with an error rate of 5% is between 380, so the sample used in this study was 182 students. The technique used is simple random sampling technique. Analysis of research data using product moment correlation using the help of the SPSS 16.0 for windows program. The results of the analysis show a value (-0.465) with a significance value of 0.000. So, there is a negative relationship between self-efficacy and academic stress. This means that the hypothesis given by the researcher can be accepted by the acquisition of the value of the effective contribution of self-efficacy with academic stress of 21.6%. Reliability on the self-efficacy scale showed a result of 0.908 while on the academic stress scale showed a result of 0.892.

Relationship Between Parental Social Support and Academic Stress of Overseas Students

Self-adjustment is needed by nomadic students, because nomadic students will will adapt and changes to the new environment. Students who are unable to cope will experience stress, therefore adapting campus life is very important. One of the external factors of students academic stress is the lack of social support. This study aims to: (1) describe the social support of parents of nomadic students, (2) describe the academic stress of nomadic students, and (3) to test the relationship of parental social support with the academic stress of nomadic students. This research uses a quantitative approach with a correlational type. The subjects of this study were 137 nomadic students with the Simple Random Sampling technique. The instrument used is a questionnaire using a likert scale. The data were analyzed with descriptive statistical techniques and to test the relationship of social support to academic stress used pearson product moment correlation techniques. The results showed that: (1) the social support of the parents of overseas students was generally in the moderate category, (2) the academic stress of the overseas students was in the moderate category, and (3) there was a relationship between the social support of parents and the overseas students. and academic stress on nomadic students with a correlation coefficient of -0.446 and a significance value of 0.000 and a negative relationship. Based on the research results, it is expected that parents can provide proper social support so that students do not experience academic stress.

학교 체육활동 프로그램 적용을 통한 청소년의 학업 스트레스, 자아존중감, 우울 차이 분석

Objectives This study was conducted to find out the differences in academic stress, self-esteem, and depression through the application of school sports activity programs. Methods To achieve this research purpose, 318 students enrolled in high school were selected as subjects. A questionnaire was used as a measurement tool for deriving research results. As for the data processing method, cross-analysis, exploratory factor analysis, reliability analysis, and covariate analysis (ANCOVA) were performed using IBM Statistics SPSS Win ver. 22.0 and AMOS 22.0 programs. Results The application of school sports activity programs showed positive differences in academic stress, self-esteem, and depression. Conclusions The conclusions derived by applying the above research method are as follows. First, the academic stress of students in the experimental group who participated in the school sports activity program decreased. Second, the self-esteem of students in the experimental group who participated in the school sports activity program improved. Third, the depression of students in the experimental group who participated in the school sports activity program decreased.

Pengaruh Self-Efficacy Terhadap Setres Mahasiswa Dalam Pembelajaran Jarak Jauh Selama Pandemi

Distance learning during the Covid-19 pandemic has several advantages and disadvantages. These constraints then become stressors that cause academic stress for students so that self-efficacy beliefs are needed in each individual to be able to face and resolve all these demands. This study aims to determine the effect of self-efficacy on student academic stress in distance learning during the Covid-19 pandemic. This research was conducted on 252 S1 Physical Education students of STKIP PGRI Jombang aged 18-21 years who were doing distance learning during the Covid-19 pandemic. Data collection tools are in the form of Student-Life Stress Inventory and General Self-efficacy (GSE) adaptation questionnaires. Data analysis in this study used a simple linear regression test technique. The results of this study indicate that self-efficacy has an effect on academic stress in students (R = 0.169; p = 0.000). This indicates that self-efficacy has a significant influence on the academic stress of S1 Physical Education students at STKIP PGRI Jombang.