The Relationship Between Social Support, Self-Efficacy and Procrastination and Student Academic Stress in Distance Learning During the Covid-19 Pandemic

Lisnawati Ruhaena; Wahyu Mahardika Indrayanti

doi:10.55927/jsih.v3i1.8222

Authors

Lisnawati Ruhaena Universitas Muhammadiyah Surakarta
Wahyu Mahardika Indrayanti Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.55927/jsih.v3i1.8222

Keywords:

Academic Stress, Covid-19, Distance Learning (PJJ), Procrastination, Self-Efficacy, Social Support

Abstract

In the midst of the pandemic, changes in the education system at all levels have become a necessity. Face-to-face classroom learning has shifted to distance learning, utilizing various media tools such as Schoology, Zoom, and others. This change has brought significant impacts on students, one of which is the increased level of academic stress. Academic stress can be influenced by various factors, including self-efficacy and the tendency to procrastinate, as well as social support from the surrounding environment. The aim of this research is to examine the relationship between social support, self-efficacy, academic procrastination, and academic stress experienced by students during distance learning. This study employs a quantitative correlational method, involving 408 undergraduate students at Universitas Muhammadiyah Surakarta. Respondents were randomly selected using criteria that they had participated in distance learning during the COVID-19 pandemic. The collected data were then analyzed using multiple linear regression analysis. The results of the study indicate that social support, self-efficacy, and academic procrastination are correlated with academic stress, with a correlation coefficient (R) of 0.442 and an effective contribution of 19.6%.

Downloads

Download data is not yet available.

References

Anadita, D. (2021). Hubungan antara Dukungan Sosial dengan Stres Akademik pada Siswa yang Mengikuti Pembelajaran Daring Relationship between Social Support and Academic Stress in Students who take Online Learning. 01(01), 38–45.

Aza, I. N., Atmoko, A., & Hitipeuw, I. (2019). Kontribusi Dukungan Sosial, Self-Esteem, dan Resiliensi terhadap Stres Akademik Siswa SMA. In Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (Vol. 4, Nomor 4).

Bandura, A., (1986), Social Foundation of Action and Thought: A Social Cognitive Theory, Englewood Cliffs; NJ: Prentice Hall.

Bandura, A. (1986). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122–147. https://doi.org/10.1037/0003-066X.37.2.122

Bandura, A. (1997). Self efficacy: the exercise of control. New York: W.H Freeman and Company

Barseli, M., Ifdil, I., & Nikmarijal, N. (2017). Konsep Stres Akademik Siswa. 5(2005), 143–148.

Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress andits sources among university students: The perceptio of academic Stress Scale. Health Psychology Open, 1-9. DOI: 10.1177/2055102915596714.

Bolger, N., & Eckenrode, J. (1991). Social Relationships, Personality, and Anxiety During a Major Stressful Event. Journal of Personality and Social Psychology, 61(3), 440–449. https://doi.org/10.1037/0022-3514.61.3.440

Budiman, I. M. dan A. (2020). Hubungan Stress Akademik dengan Prokrastinasi Akademik pada Mahasiswa dalam Masa Pandemi. Prosidig Psikologi, 6(2).

Chudari, I., & Fatihaturosyidah. (2017). Mengenal prokrastinasi akademik. 77-82.

Christopher, H. G. (2020). Hubungan Perilaku Prokrastinasi terhadap Tingkat Stress Mahasiswa Bimbingan dan Konseling IKIP Gunungsitoli. Didaktik, Vol. 14 Nomor 1, 2363- 2370.

Crashwell, J. W. (2017). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed (ketiga). Pustaka Pelajar.

Dale H. Schunk. 2012. Motivasi dalam Pendidikan Teori, Penelitian, dan Aplikasi, Jakarta:PT.Indeks.

Hurlock, B. E. 1994. Psikologi perkembangan. Alih Bahasa: Sijabat. M. R. Jakarta: Erlangga.

Ilmiani, A. M., Wahdah, N., & Mubarak, M. R. (2021). The application of Albert Bandura’s Social Cognitive Theory: A Process in Learning Speaking Skill. Ta’lim al-’Arabiyyah: Jurnal Pendidikan Bahasa Arab & Kebahasaaraban, 5(2). https://doi.org/10.15575/jpba.v5i2.12945

Livana, P., Mubin, M. F., & Basthomi, Y. (2020). Tugas pembelajran penyebab stres mahasiswa selama pandemi covid-19. Jurnal Ilmu Keperawatan Vol. 3 , 203-208.

Marhamah, F., Faculty, H. D., & Faculty, H. D. (2016). The Relationship Between Social Support and Academic Stress Among First Year Students at Syiah Kuala. 1(April), 149–172.

Maulana, I., & Alfian, I. N. (2021). Pengaruh efikasi diri dan penyesuaian diri terhadap stres akademik pada mahasiswa masa pandemi covid-19. Buletin Riset Psikologi dan Kesehatan Mental (BRPKM), 829-836.

Musradinur. (2016). Stres dan cara mengatasi dalam prespektif psikologi. Jurnal Edukasi, hal. 183-200, ISSN: 2460-4917.

Nyoman, N., Pradnyanita, I., & Marheni, A. (2019). Peran dukungan sosial keluarga dan efikasi diri terhadap stres akademik mahasiswa baru Fakultas Kedokteran Universitas Udayana angkatan 2018. Jurnal Psikologi Udayana fakultas Kedokteran, 6(164–173).

Putra, A. H., & Ahmad, R. (2020). Improving academic self efficacy in reducing first year student academic stress. Jurnal Neo Konseling, 2(2), XX–XX.

Priyatno, D. (2016). Belajar Alat Analisis Data dan Cara Pengolahannya dengan SPSS. Gava Media.

Putri, G., & Ariana, A. D. (2021). Pengaruh Self-Efficacy terhadap Stres Akademik Mahasiswa dalam Pembelajaran Jarak Jauh Selama Pandemi Covid-19. Buletin Riset Psikologi dan Kesehatan Mental (BRPKM), 1(1). https://doi.org/10.20473/brpkm.v1i1.24573

Regulated, S., & Strategy, L. (2017). Self Regulated Learning Strategy, academic procrastionation and academic achievement. 9(3), 210–223.

Sagita, D. D., Daharis, & Syahniar. (2017). Hubungan self efficacy, motivasi berprestasi, prokrastinasi akademik dan stres akademik mahasiswa. Jurnal Bikotetik. Volume 01 Nomor 02, 37-72.

Santrock, Jhon W. (2011). Life – Span Development : Perkembangan Masa Hidup, Edisi 13, Jilid II. Jakarta : Erlangga.

Sarafino, E. P. 2008. Helth psycology: Biopschosicial Interaction (6th ed.). New York: John Wiley & Sons.

Sarafino, E. P., & Smith, T. (2011). Health Psychologu : Biopsychosocian interactions Seventh Edition. New York: John Wiley & Sons.

Sarafino, E. P., & Smith, T. (2012). Health Psychology : Biopsychosocial interactions Ed. 7. Canada: Jhon Wiley & Sons.

Siregar, I. K., & Putri, S. R. (2019). Hubungan self-efficacy dan stres akademik mahasiswa. Consilium : berkala kajian konseling dan ilmu keagamaan, 91-95. http://jurnal.uinsu.ac.id/index.php/consilium ISSN : 2338-0608 (Print) | ISSN : 2654-878X (Online)

Soraya, F. (2020). Pengaruh Penyesuaian Diri, Prokrastinasi Akademik, Dukungan Sosial, dan Faktor Demografi terhadap Stres Akademik pada Mahasiswa UIN Syarif Hidayatullah Jakarta.

Sugiyono. (2014). Statistik untuk penelitian. Bandung: Penerbit ALFABETA.

Smith, J. C. 1993. Understanding stress and coping. New York: MacMillan Publishing Company.

Ursin, P., Järvinen, T., & Pihlaja, P. (2020). The Role of Academic Buoyancy and Social Support in Mediating Associations Between Academic Stress and School Engagement in Finnish Primary. Scandinavian Journal of Educational Research, 0(0), 1–15. https://doi.org/10.1080/00313831.2020.1739135

Yanuardianto, E. (2019). Teori Kognitif Sosial Albert Bandura (Studi Kritis Dalam Menjawab Problem Pembelajaran di Mi). Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah, 1(2), 94–111. https://doi.org/10.36835/au.v1i2.235

Yusuf, N. M., & Yusuf, J. M. (2020). Faktor-Faktor yang Mempengaruhi Stres Akademik. Psyche 165 Journal. https://doi.org/10.35134/jpsy165.v13i2.84