Hubungan Stres Akademik dengan Subjective Well-Being pada Mahasiswa Tingkat Akhir

Dony Anggara Sutalaksana, Sulisworo Kusdiyati

Abstract


Abstract.The final year student demand is to complete their final project/essay in order to get a bachelor's degree. However, the implementation will take pressure that causes academic stress. Academic stress arises because of the inability of students to face academic demands. This academic stress can result in students having a low evaluation of life satisfaction or what is commonly known as subjective well-being. The purpose of this study was to obtain a description of academic stress, a picture of subjective well-being, and the relationship between academic stress and subjective well-being in final year students in Bandung. The method used is associational correlational with a sample of 414 people based on purposive sampling technique. The data analysis technique used correlation Spearman. The results showed that there was a negative relationship, namely high academic stress, low subjective well-being , and vice versa.

Keywords: Academic Stress, Final-year Students, Subjective Well-Being

Abstrak. Tuntutan mahasiswa tingkat akhir yaitu untuk menyelesaikan tugas akhir/skripsinya agar mendapatkan gelar sarjana. Namun dalam pelaksanaannya akan menempuh tekanan yang menyebabkan stres akademik. Stres akademik muncul karena ketidakmampuan mahasiswa dalam menghadapi tuntutan akademik. Stres akademik ini dapat mengakibatkan  mahasiswa memiliki evaluasi terhadap kepuasan hidup yang rendah atau yang biasa disebut dengan subjective well-being. Tujuan penilitian ini adalah  memperoleh gambaran mengenai stres akademik, gambaran mengenai subjective well-being, serta hubungan stres akademik dan subjective well-being pada mahasiswa tingkat akhir di Kota Bandung. Metode yang dilakukan adalah korelasional asosiasional dengan sampel sebanyak 414 orang berdasarkan teknik purposive sampling. Teknik analisis data menggunakan korelasi spearman. Hasil penelitian menunjukkan terdapat hubungan negatif yaitu stres akademik tinggi maka subjective well-being rendah, begitu juga sebaliknya.

Kata Kunci: Mahasiswa Tingkat Akhir, Stres Akademik, Subjective Well-Being.


Keywords


Mahasiswa Tingkat Akhir, Stres Akademik, Subjective Well-Being.

Full Text:

PDF

References


Akin, U. (2015). Do School Experiences Predict Life Satisfaction in Turkish College Students?. International Online Journal of Educational Sciences, 7(1), 87-96.

Alleyne, M., Alleyne, P., & Greenidge, D. (2010). Life satisfaction and perceived stress among university students in Barbados. Journal of Psychology in Africa, 20(2), 291–298.

Andrew, S., Salamonson, Y., Weaver, R., Smith, A., O’Reilly, R., & Taylor, C. (2008). Hate The Course Or Hate To Go: Semester Differences In First Year Nursing Attrition. Nurse Education Today, 28(7), 865-872.

Arnett, J. J. (2015). Emerging adulthood: The winding road from the late teens through the twenties, 2nd ed.. Oxford University.

Arnett, J. J., & Schwab, J. 2012. The Clark University poll of emerging adults: Thriving, Struggling, and hopeful. Worcester, MA: Clark University.

Desmita. (2010). Psikologi Perkembangan Peserta Didik. Bandung: PT. Remaja Rosdakarya.

Dewa, F. S. (2015). “Lulus S-1 tanpa skripsi, solusi atau awal kehancuran perguruan tinggi?†Kompasania.com. Diakses pada Mei 2020. https://www.kompasiana.com/rizsawa/556376354723bd247ea68de6/lullu-s1-tanpa-skripsi-solusi-atau-awal-kehancuran-perguruan-tinggi

Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575.

Diener, E., Emmons, R.A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assesment, 49(1), 71-75).

Diener, E., & Suh, E. (2000). Culture and subjective well being. MIT Press.

Diener, E., Suh, E., & Oishi, S. (1997). Recent findings on subjective well-being. Indian Journal of Clinical Psychology,24, 25-41.

Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and Academic Achievement Among Undergraduate Students in University Putra Malaysia. Journal of Social and Behavioral Sciences. 29, 646- 655.

Gadzella, B.M. (1991). Student-life stress inventory. Copyright Commerce, Texas.

Gadzella, B. M. & Masten, W. G. (2005). An analysis of the categories in the studentlife stress inventory. American Journal of Psychology Research, 1 (1), 1-10.

Gnilka, P.B., Ashby, J.S., Matheny, K.B., Chung, B.Y. & Chang, Y. (2015). Comparison of Coping, Stress, and Life Satisfaction Between Taiwanese and U.S. College Students. Journal of Mental Health Counseling, 37(3I), 234-249.

Huang, H. (2016). “Mengapa mahasiswa perlu menulis skripsi atau tesis?†Globalstatistik.com. Diakses pada Mei 2020. https://www.globalstatistik.com/mengapa-mahasiswa-perlu-menulis- skripsi-atau-tesis/.

Imandiri, A., Widyastuti, E., & Jonosewojo, A. (2017). State Anxiety Inventory Score Among Students With Final Assignment. Journal Of Vocational Health Studies, 1(1), 11-14.

Karaman, M.A., Nelson, K.M., & Vela, J. C. (2017). The Mediation Effects of Achievement Motivation and Locus of Control Between Academic Stress and Life Satisfaction in Undergraduate Students. British Journal of Guidance & Counseling, 4(1), 375-384.

Kulaksizoglu, A., & Topuz, C. (2014). Subjective well being levels of university students. Journal of Educational and Instructional Studies in the World, 4(3), 25–34.

Lal, K. (2014). Academic Stress among Adolescent in Relation to Intelligence and Demographic Factors. American International Journal of Research in Humanities, Arts and Social Sciences. 5(1), 123-129.

Lent, R.W., Taveira, M.C., Sheu, H. & Singley, D. (2009). Social Cognitive Predictors of Academic Adjustment and Life Satisfaction in Portuguese College Students: A Longitudinal Analysis. Journal of Vocational Behavior, 74, 190-198.

Machmud, M. (2016). Tuntutan Penulisan Tugas Akhir: Berdasarkan Prinsip Dasar Penelitian Ilmiah. Malang: Penerbit Selaras.

Masnur, M., Maryaeni. (2009). Bagaimana Menulis Skripsi?. Jakarta: Bumi Aksara.

Myers, D. G., & Diener, E. (1995). Who is happy?. Psychological Science, 6(1), 10–19.

Olejnik, S. N. L., & Holschuh, J. P. (2007). College rules 2nd Edition How TI study survive, and succeed in college. New York: Macmillan Publishing.

Papalia, D. E. (2014). Experience Human Development: Thirteenth Edition. New York: Mc Graw Hill.

Pratiwi, I., & Kusdiyati, S. (2017). Gambaran Prokratinasi Akademik Pada Mahasiswa Angkatan 2010 Di Fakultas Ilmu Komunikasi Unisba. Prosiding Psikologi. Fakultas Psikologi Universitas Islam Bandung.

Pratiwi, T. S. D. (2016). Hubungan self esteem dengan subjective well-being pada siswa SMK. Naskah Publikasi. Universitas Muhammadiyah Surakarta.

Schiffrin, H. H., & Nelson, S. K. (2010). Stressed and happy? investigating the relationship between happiness and perceived stress. Journal Happiness Study, 11(1), 33-39.

Sudjarwadi. (2003). “Ramai-ramai menggodok calon pemimpinâ€. Diakses pada Juni 2020. http://www.shnews.co/duniakampus/uki/detile-452-ramairamai-menggodok-calon- pemimpin.html.

Utami, M. S. (2009). Keterlibatan dalam kegiatan dan kesejahteraan subjektif mahasiswa. Jurnal Psikologi, 36(2), 144–163.

Wagachavare, V. B., Dhumale, G. B., Kadam, Y. R., & Gore, A. D. (2013). A Atudy Of Stress Among Students Of Professional Colleges From An Urban Area In India. Sultan Qaboos Medical Journal, 13(1), 429-436.

Wilks, S. E. (2008). Resilience Amid Academic Stress: The Moderating Impact Of Social Support Among Social Work Students. Advances in Social Work, 9(2), 106-125.

Yovita, M., & Asih, S. R. (2018). The Effects of Academic Stress And Optimism On Subjective Well-Being Among First-Year Undergraduates. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences. London: Taylor & Francis Group.

Zhong, L. F. (2009). Academic stress and subjective well-being: The moderating effects of perceived social support, (07), 1321–1324.




DOI: http://dx.doi.org/10.29313/.v6i2.23629

Flag Counter    Â