The Relationship Between Self-Efficacy and Academic Stress Among Students Attending High School X With a Full-Day School System
Hubungan Antara Efikasi Diri terhadap Stress Akademik Siswa yang Bersekolah di SMAN X dengan Sistem Full Day School
DOI:
https://doi.org/10.21070/ups.10999Keywords:
self-efficacy, Academic stress, Vocational High SchoolAbstract
This study aims to determine the relationship between self-efficacy and academic stress among 12th-grade students at SMAN X who are enrolled in the FDS system. This study employed a quantitative method with a correlational design and involved 233 students. The sample was determined using accidental sampling. The instruments used were a self-efficacy scale based on the dimensions of magnitude, generality, and strength, as well as an academic stress scale based on physiological, cognitive, affective, and conative aspects. Data analysis using Spearman’s correlation revealed a strong and significant negative relationship between self-efficacy and academic stress (r = -0.705, p = 0.001 < 0.05). These findings indicate that the higher a student’s self-efficacy, the lower the level of academic stress experienced. Self-efficacy also makes a significant contribution to explaining variations in academic stress.
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