Determinant Factors of Academic Stress: A Study of First-Year University Students in Indonesia
Abstract
Academic stress can reduce academic performance in first-year university students. Based on theoretical studies and previous research, three factors are predicted to influence academic stress: academic self-efficacy, life satisfaction, and happiness. This study analyzes the correlation of academic self-efficacy, life satisfaction, and happiness with first-year university students' academic stress. This research uses a quantitative approach with correlational methods and path analysis. The participants in this research were 720 first-year university students in Indonesia. The research instruments used were the Academic Self-Efficacy Scale, Life Satisfaction Scale, Happiness Scale, and Academic Stress Scale. Research data was collected online and then analyzed using the partial-least squares-structural equation model (PLS-SEM) technique. The results of this study show that life satisfaction and happiness are negatively and significantly correlated with first-year university students' academic stress. Furthermore, this research shows that happiness is the most determinant factor for academic stress, so it acts as a mediator in the correlation of academic self-efficacy and life satisfaction with first-year university students' academic stress. These three factors must be considered to reduce first-year university students' academic stress.
References
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Denovan, A., & Macaskill, A. (2017). Stress and Subjective Well-Being Among First Year UK Undergraduate Students. Journal of Happiness Studies, 18(2), 505–525. https://doi.org/10.1007/s10902-016-9736-y
Diener, E., & Chan, M. Y. (2011). Happy People Live Longer: Subjective wellbeing contributes to health and longetivity. Applied Psychology Health and Well-Being, 3(1), 1–43.
Diener, E., Wirtz, D., Tov, W., Kim, P. C., Choi, D., Oishi, S., & Biswas, D. R. (2009). New Measures of Well-Being: Flourishing and Positive and Negative Feelings. Social Indicators Research, 39, 247–266.
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Hadiyanto, H., Noferdiman, N., Syamsurizal, S., Muhaimin, M., & Krisantia, I. (2021). Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum. International Journal of Learning, Teaching and Educational Research, 20(2), 218–234. https://doi.org/10.26803/ijlter.20.2.12
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. https://doi.org/10.1016/j.rmal.2022.100027
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Handayani, E., Haryono, S., & Darmawan, A. (2021). Transformation of entrepreneur education programs (EEPS) of Indonesia’s higher education. International Journal of Research in Business and Social Science (2147- 4478), 10(1), 180–188. https://doi.org/10.20525/ijrbs.v10i1.976
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2022). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 54(2), 267–280. https://doi.org/10.1080/15391523.2020.1846147
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Jebb, A. T., Morrison, M., Tay, L., & Diener, E. (2020). Subjective Well-Being Around the World: Trends and Predictors Across the Life Span. Psychological Science, 31(3), 293–305. https://doi.org/10.1177/0956797619898826
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Authors
Putra, A. H., & Ardi, Z. (2024). Determinant Factors of Academic Stress: A Study of First-Year University Students in Indonesia. Jurnal Kajian Bimbingan Dan Konseling, 9(1), 55–67. https://doi.org/10.17977/um001v9i12024p55-67
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