Pengaruh Stres Akademik dan Motivasi Akademik Terhadap Kesejahteraan Psikologis Siswa SMA
DOI:
https://doi.org/10.59698/afeksi.v6i1.429Keywords:
Motivasi Akademik, Stres Akademik, Kesejahteraan PsikologisAbstract
Penelitian ini bertujuan untuk mengkaji pengaruh stres akademik dan motivasi akademik terhadap kesejahteraan psikologis siswa SMA. Pendekatan kuantitatif dengan desain cross-sectional digunakan dalam penelitian ini. Data dikumpulkan dari 180 siswa SMA negeri di Jakarta yang dipilih secara acak melalui teknik multistage random sampling. Instrumen penelitian yang digunakan adalah skala stres akademik, skala motivasi akademik, dan skala kesejahteraan psikologis. Analisis data dilakukan dengan menggunakan teknik analisis regresi. Hasil penelitian menunjukkan bahwa stres akademik berpengaruh negatif yang signifikan terhadap kesejahteraan psikologis siswa SMA (β = -0.35, p < 0.01). Semakin tinggi tingkat stres akademik yang dialami siswa, semakin rendah tingkat kesejahteraan psikologisnya. Di sisi lain, motivasi akademik berpengaruh positif yang signifikan terhadap kesejahteraan psikologis siswa SMA (β = 0.42, p < 0.01). Semakin tinggi tingkat motivasi akademik siswa, semakin tinggi tingkat kesejahteraan psikologisnya. Stres akademik dan motivasi akademik secara simultan juga berpengaruh signifikan terhadap kesejahteraan psikologis siswa SMA (R2= 0.28, F= 23.50, p < 0.01). Kesimpulan dari penelitian ini adalah stres akademik dan motivasi akademik merupakan dua faktor penting yang saling berinteraksi dalam mempengaruhi kesejahteraan psikologis siswa SMA. Stres akademik dapat berdampak negatif pada kesejahteraan psikologis, namun dampak negatif ini dapat dikurangi dengan adanya motivasi akademik yang tinggi. Implikasi dari penelitian ini adalah pentingnya upaya untuk mengurangi stres akademik dan meningkatkan motivasi akademik siswa SMA dalam rangka meningkatkan kesejahteraan psikologis mereka.
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Zeidner, M. (2014). Stress in educational settings: A transactional perspective. In J. C. Cassady (Ed.), Stress in schools: A practitioner's guide (pp. 15-36). New York: Springer.
Hastuti, R., Susanto, C., & Chandra, N. (2023). Motivasi akademik dan kaitannya dengan penyesuaian mahasiswa dalam pembelajaran hybrid di Jakarta. Jurnal Serina Sosial Humaniora, 1(1), 15–22.
Hudiono, B. (2017). Belajar dan pembelajaran. Jakarta: Rineka Cipta.
Howard, J. L., Budge, S. L., Guthrie, R., & Thompson, M. M. (2019). The interplay of intrinsic motivation and subjective well-being: A daily diary study. Motivation and Emotion, 43(4), 515-527.
Keyes, C. L. M. (2009). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 77(5), 539–545.
Keyes, C. L. M. (2018). Subjective well-being in mental health and human development research worldwide: An introduction. International Journal of Wellbeing, 8(1), 1-10.
Kusurkar, R. A., Ten Cate, T. J., van Asperen, M., & Croiset, G. (2017). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 22(1), 75-88.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
McEwen, B. S. (2017). Neurobiological and systemic effects of chronic stress. Chronic Stress, 1(1), 2470547017692328.
Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the Goldilocks Hypothesis: Quantifying the relations between digital-screen use and the mental well-being of adolescents. Psychological Science, 28(2), 204-215.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 61, 101860.
Santrock, J. W. (2014). Educational psychology (6th ed.). New York: McGraw-Hill.
Schunk, D. H., & Usher, E. L. (2019). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13-29). New York: Oxford University Press.
Skinner, E. A., & Zimmer-Gembeck, M. J. (2016). The development of coping. Annual Review of Psychology, 67(1), 249-274.
Suldo, S. M., Shaunessy, E., & Mishkind, M. (2016). School mental health early interventions and academic outcomes for secondary students. Psychology in the Schools, 53(1), 71-84.
Susanto, C. (2024). Kaitan Spiritual Well Being Dan Academic Stress Pada Remaja. Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K), 5(1), 80-85.
Susanto, C., Hastuti, R., & Tiofanny, J. (2024). Kaitan motivasi akademik dan school well-being siswa SMA yang menggunakan kurikulum merdeka belajar. Edukatif: Jurnal Ilmu Pendidikan, 6(3), 2498-2506.
Wang, M. T., & Degol, J. L. (2017). Motivational pathways to self-system processes and academic achievement: The role of basic psychological needs satisfaction and frustration. Journal of Educational Psychology, 109(3), 365-380.
Wigfield, A., & Cambria, J. (2010). Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1-35.
World Health Organization. (2022). Adolescent mental health. Retrieved from https://www.who.int/news-room/fact-sheets/detail/adolescent-mental-health
Yazdani, S., Kiamanesh, A. R., & Jafari, A. (2020). The mediating role of academic self-efficacy and the moderating role of achievement motivation in the relationship between academic stress and test anxiety. Learning and Individual Differences, 79, 101851.
Zeidner, M. (2014). Stress in educational settings: A transactional perspective. In J. C. Cassady (Ed.), Stress in schools: A practitioner's guide (pp. 15-36). New York: Springer.
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2025-01-28
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