Self-Regulation Psychoeducation to Reduce Academic Stress in Grade XII Students of SMA X
Psikoedukasi Regulasi Diri untuk Mengurangi Stres Akademik pada Siswa Kelas XII SMA X
DOI:
https://doi.org/10.21070/ups.10467Keywords:
Psychoeducation, Self-Regulation, work stressAbstract
This study aims to test the effectiveness of self-regulation psychoeducation in reducing academic stress in grade XII students of SMA X Sidoarjo. The method used was quantitative with a quasi-experimental one-group pretest–posttest design. The sample consisted of 36 students selected from a population of 288 through purposive sampling based on the results of a needs assessment. Data were collected using the Educational Stress Scale for Adolescents (ESSA) with a Cronbach's Alpha reliability of 0.823. The intervention was provided through material delivery, interactive discussions, and exercises in managing thoughts, emotions, and learning behavior. Analysis used a normality test and paired sample t-test with SPSS. The results showed a lower posttest academic stress score, with t = 2.058 and p = 0.047 (p < 0.05). These findings indicate that self-regulation psychoeducation is effective as an alternative school-based intervention to reduce academic stress in final year students.
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