Efektivitas pelatihan resiliensi untuk menurunkan stres akademik mahasiswa: Randomized PreTest, PostTest and Follow-Up
Effectiveness of resilience training to reduce academic stress in college students: Randomized PreTest, PostTest and Follow-Up
Abstract
Academic stress not only occurs in students at school but also occurs in many college students. Several studies have shown that irrational thoughts about self-confidence and low resilience are related to high academic stress. This study aims to analyze the effectiveness of resilience training to reduce academic stress in students. This study is an experimental study with a Randomized Pre-Test, Post-Test, and Follow-Up (RPPF) design. Researchers randomly divided participants into experimental and control groups. The experimental group received eight sessions of resilience training intervention for three weeks, with two to three sessions per week, each lasting 90 minutes. Both groups underwent measurements before the intervention (pre-test), after the intervention (post-test), and two weeks after the intervention (follow-up). This research instrument used an academic stress scale (α =0.842). Data analysis using Multivariate Analysis of Covariance showed that resilience training had significant effectiveness in reducing academic stress in students. The implications of further research are discussed.
Downloads
References
Ambarwati, P. D., Pinilih, S. S., & Astuti, R. T. (2019). Gambaran tingkat stres mahasiswa. Jurnal Keperawatan Jiwa, 5(1), 40-55. https://doi.org/10.26714/jkj.5.1.2017.40-47
Anderson, T. W. (1958). Introduction to multivariate statistical analysis.
Arifah, K. (2014). Pelatihan resiliensi untuk menurunkan tingkat kecemasan akademik pada remaja. Program Profesi Magister Psikologi Universitas Muhammadiyah Surakarta, 1–20.
Azzahra, F. (2016). Pengaruh resiliensi terhadap distres psikologi pada mahasiswa.
Barseli, M., Ifdil, I., & Nikmarijal, N. (2017). Konsep stres akademik siswa. Jurnal Konseling Dan Pendidikan, 5(3), 143–148. https://doi.org/10.29210/119800
Brunwasser, S. M., & Gillham, J. E. (2018). Identifying moderators of response to the penn resiliency program: A synthesis study. Prevention Science, 19, 38–48. https://doi.org/10.1007/s11121-015-0627-y
Carter, J. S., Garber, J., Ciesla, J. A., & Cole, D. A. (2006). Modeling relations between hassles and internalizing and externalizing symptoms in adolescents: A four-year prospective study. Journal of Abnormal Psychology, 115(3), 428–442. https://doi.org/10.1037/0021-843X.115.3.428
Chellamuthu, S., Venkatachalam, J., & Subramani, C. (n.d.). Cognitive emotion regulation and academic stress among school students. https://www.researchgate.net/publication/338832980
Compas, B. E., Hinden, B. R., & Gerhardt, C. A. (1995). Adolescent development: pathways and Processes of risk and resilience. In Annu. Rev. Psychol (Vol. 46). www.annualreviews.org
Connor, K. M., & Davidson, J. R. T. (2003). Development of a new resilience scale: The connor-davidson resilience scale (CD-RISC). Depression and Anxiety, 18(2), 76–82. https://doi.org/10.1002/DA.10113
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cutuli, J. J., Gillham, J. E., Chaplin, T. M., Reivich, K. J., Seligman, M. E. P., Gallop, R. J., Abenavoli, R. M., & Freres, D. R. (2013). Preventing adolescents’ externalizing and internalizing symptoms: Effects of the penn resiliency program. In Int J Emot Educ, 5(2), 284-299.
Deb, S., Strodl, E., & Sun, H. (2015). Academic stress, parental pressure, anxiety and mental health among Indian high school students. International Journal of Psychology and Behavioral Science, 5(1), 26–34.
Deckro, G. R., Ballinger, K. M., Hoyt, M., Wilcher, M., Dusek, J., Myers, P., Greenberg, B., Rosenthal, D. S., & Benson, H. (2002). The evaluation of a mind/body intervention to reduce psychological distress and perceived stress in college students. Journal of the American College Health Association, 50(6), 281–287. https://doi.org/10.1080/07448480209603446
De la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00022
Dyrbye, L. N., Power, D. V, Massie, F. S., Eacker, A., Harper, W., Thomas, M. R., Szydlo, D. W., Sloan, J. A., & Shanafelt, T. D. (2010). Factors associated with resilience to and recovery from burnout: A prospective, multi-institutional study of US medical students. Medical Education, 44(5), 1016–1026. https://doi.org/10.1111/j.1365-2923.2010.03754.x
Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annu. Rev. Public Health, 26, 399–419. https://doi.org/10.1146/annurev.publhealth.26.021304.144357
Field, A. (2013). Second Edition of the Discovering Statistics Using SPSS 5th Edition.
Gillham, J. E., Reivich, K. J., Brunwasser, S. M., Freres, D. R., Chajon, N. D., Megan Kash-MacDonald, V., Chaplin, T. M., Abenavoli, R. M., Matlin, S. L., Gallop, R. J., & Seligman, M. E. P. (2012). Evaluation of a group cognitive-behavioral depression prevention program for young adolescents: A randomized effectiveness trial. Journal of Clinical Child and Adolescent Psychology, 41(5), 621–639. https://doi.org/10.1080/15374416.2012.706517
Goliszek, A. (2005). Manajemen stres. Jakarta: PT Buana Ilmu Populer.
Hancock, D. R. (2001). Effects of test anxiety and evaluative threat on students’ achievement and motivation. The Journal of Educational Research, 94(5), 284–290. https://doi.org/10.1080/00220670109598764
Harvey, J., & Delfabbro, P. H. (2004). Psychological resilience in disadvantaged youth: A critical overview. Australian Psychologist, 39(1), 3–13. https://doi.org/10.1080/00050060410001660281
Hobfoll, S. E. (1988). The ecology of stress. Taylor & Francis.
Hobfoll, S. E. (1989). Conservation of resources: a new attempt at conceptualizing stress. American Psychologist, 44(3), 513.
Hobfoll, S. E. (1991). Traumatic stress: A theory based on rapid loss of resources. Anxiety Research, 4(3), 187–197.
Hobfoll, S. E., & Wells, J. D. (1998). Conservation of resources, stress, and aging. In Handbook of aging and mental health (pp. 121–134). Springer.
Hu, T., Zhang, D., & Wang, J. (2015). A meta-analysis of the trait resilience and mental health. Personality And Individual Differences, 76, 18–27. https://doi.org/10.1016/j.paid.2014.11.039
Jennings, M. A., & Cribbie, R. A. (n.d.). Analyzing pre-post change comparing pre-post change across groups: guidelines for choosing between difference scores, ancova, and residual change scores.
Jovanović, J., Lazaridis, K., & Stefanović, V. (2006). Theoretical Approaches to problem of occupational stress. Acta Facultatis Medicae Naissensis, 23(3), 163–169.
Joyce, S., Shand, F., Tighe, J., Laurent, S. J., Bryant, R. A., & Harvey, S. B. (2018). Road to resilience: A systematic review and meta-analysis of resilience training programmes and interventions. BMJ Open, 8(6), 1–9. https://doi.org/10.1136/bmjopen-2017-017858
Kadapatti, M. G., & Vijayalaxmi, A. H. M. (2012). Stressors of academic stress-a study on pre-university students. Indian Journal of Scientific Research, 3(1), 171–175.
Kerlinger, F. N. (1986). Foundations of behavioral research, Rinehart and Winston. Inc., Chicago, Holt.
Kessler, R. C. (1997). The effects of stressful life events on depression. Annual Review of Psychology, 48(1), 191–214.
Khoshniyat, O., Raz, B. M., & Mousavi, E. A. (2016). The effectiveness of cognitive-behavioral group counseling on stress and self-education. Journal of Fundamental and Applied Sciences, 8(3S), 384–396. https://doi.org/http://dx.doi.org/10.4314/jfas.v8i3s.188
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
Lee, S. H., Ahn, S. C., Lee, Y. J., Choi, T. K., Yook, K. H., & Suh, S. Y. (2007). Effectiveness of a meditation-based stress management program as an adjunct to pharmacotherapy in patients with anxiety disorder. Journal of Psychosomatic Research, 62(2), 189–195.
Leppin, A. L., Bora, P. R., Tilburt, J. C., Gionfriddo, M. R., Zeballos-Palacios, C., Dulohery, M. M., Sood, A., Erwin, P. J., Brito, J. P., Boehmer, K. R., & Montori, V. M. (2014). The efficacy of resiliency training programs: A systematic review and meta-analysis of randomized trials. PLoS ONE, 9(10). https://doi.org/10.1371/journal.pone.0111420
Mara, C. A., Cribbie, R. A., Flora, D. B., LaBrish, C., Mills, L., & Fiksenbaum, L. (2012). An improved model for evaluating change in randomized pretest, posttest, follow-up designs. Methodology, 8(3), 97–103. https://doi.org/10.1027/1614-2241/a000041
Merry, & Mamahit, H. C. (2020). Stres akademik mahasiswa aktif angkatan 2018 dan 2019 universitas swasta di dki jakarta. JKI (Jurnal Konseling Indonesia), 6(1), 6–13. https://doi.org/10.21067/jki.v6i1.4935
Nasution, S. M. (2011). Resiliensi: Daya pegas menghadapi trauma kehidupan. USU Press.
Neuman, W. L. (2011). Social research methodology: qualitative and quantitative approaches. Jakarta: PT Index.
Niederhauser, M., Zueger, R., Sefidan, S., Annen, H., Brand, S., & Sadeghi-Bahmani, D. (2022). Does training motivation influence resilience training outcome on chronic stress? results from an interventional study. International Journal of Environmental Research and Public Health, 19(10). https://doi.org/10.3390/ijerph19106179
Ofori, I. N., Addai, P., Avor, J., & Quaye, M. G. (2018). Too much academic stress: Implications on interpersonal relationships and psychological well-being among final year university of ghana students. Asian Journal of Education and Social Studies, 2(3), 1–7. https://doi.org/10.9734/ajess/2018/43193
Panter-Brick, C., & Leckman, J. F. (2013). Editorial commentary: resilience in child development – interconnected pathways to wellbeing. Journal of Child Psychology and Psychiatry, 54(4), 333–336. https://doi.org/10.1111/JCPP.12057
Peciuliene, I., Perminas, A., Gustainiene, L., & Jarasiunaite, G. (2015). Effectiveness of progressive muscle relaxation and biofeedback relaxation in lowering physiological arousal among students with regard to personality features. Procedia - Social and Behavioral Sciences, 205, 228–235. https://doi.org/10.1016/j.sbspro.2015.09.064
Rathnayake, S., Res, N. –, & Ekanayaka, J. (2016). Depression, anxiety and stress among undergraduate nursing students in a public university in sri lanka. International Journal of Caring Sciences, 9(3), 1020–1032. www.internationaljournalofcaringsciences.org
Rausch, J. R., Maxwell, S. E., & Kelley, K. (2003). Analytic methods for questions pertaining to a randomized pretest, posttest, follow-up design. Journal of Clinical Child and Adolescent Psychology, 32(3), 467–486. https://doi.org/10.1207/S15374424JCCP3203_15
Reivich&Shatte. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. - PsycNET. https://psycnet.apa.org/record/2002-18688-000
Rich, B. A., Shiffrin, N. D., Cummings, C. M., Zarger, M. M., Berghorst, L., & Alvord, M. K. (2019). Resilience-based intervention with underserved children: Impact on self-regulation in a randomized clinical trial in schools. International Journal of Group Psychotherapy, 69(1), 30–53. https://doi.org/10.1080/00207284.2018.1479187
Robotham, D., & Julian, C. (2006). Stress and the higher education student: A critical review of the literature. Journal of Further and Higher Education, 30(2), 107–117. https://doi.org/10.1080/03098770600617513
Sanderson, B., & Brewer, M. (2017). What do we know about student resilience in health professional education? A scoping review of the literature. Nurse Education Today, 58(January), 65–71. https://doi.org/10.1016/j.nedt.2017.07.018
Sarafino, E. P. & S. W. (n.d.). Health Psychology: Biopsychosocial Interactions - Edward P. Sarafino, Timothy W. Smith - Google Buku. Book. Retrieved August 22, 2021, from https://books.google.co.id/books?
Shatté, A., Perlman, A., Smith, B., & Lynch, W. D. (2017). The positive effect of resilience on stress and business outcomes in difficult work environments. https://doi.org/10.1097/JOM.0000000000000914
Song, Y., & Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students. Nurse Education Today, 35(1), 86–90. https://doi.org/10.1016/j.nedt.2014.06.010
Staal, M. a. (2004). Stress, cognition, and human performance: A literature review and conceptual framework. In NASA Technical Memorandum (Issue August).
Steinhardt, M., & Dolbier, C. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56(4), 445–453. https://doi.org/10.3200/JACH.56.44.445-454
Subramani, C., & Kadhiravan Professor, S. (2017). Academic stress and mental health among high school students. Indian Journal Of Applied Research.
Sukup, L., & Clayton, R. (2021). Examing the effects of resilience on stress and academic performance in business undergraduate college students. College Student Journal, 55(3), 293–304.
Sulistyaningsih, W. (2009). Pengaruh pelatihan resiliensi dan penyuluhan untuk menurunkan trauma psikologis dan meningkatkan empati pada guru di kabupaten aceh selatan. Yogjakarta: Fakultas Psikologi Universitas Gadjah Mada.
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (n.d.). Using multivariate statistics.
Truc, T. T., Loan, K. X., Nguyen, N. Do, Dixon, J., Sun, J., & Dunne, M. P. (2015). Validation of the educational stress scale for adolescents (essa) in vietnam. Asia-Pacific Journal of Public Health, 27(2), NP2112–NP2121. https://doi.org/10.1177/1010539512440818
Verma, S., Sharma, D., & Larson, R. W. (n.d.). School stress in India: effects on time and daily emotions*. International Journal of Behavioral Development. https://doi.org/10.1080/01650250143000454
Wu, S., & Adamsk, K. (2021). Intervention effect of cognitive behaviour therapy under suicidology on psychological stress and emotional depression of college students. Work, 69(2), 697–709. https://doi.org/10.3233/WOR-213510
Zamirinejad, S., Hojjat, S. K., Golzari, M., Borjali, A., & Akaberi, A. (2014). Effectiveness of resilience training versus cognitive therapy on reduction of depression in female iranian college students. Issues in Mental Health Nursing, 35, 480–488. https://doi.org/10.3109/01612840.2013.879628
Zimmerman, M. A. (2013). Resiliency theory: a strengths-based approach to research and practice for adolescent health. Health Education and Behavior, 40(4), 381–383. https://doi.org/10.1177/1090198113493782
Copyright (c) 2024 Siti Nurlaila, Fattah Hanurawan, Nur Eva, Tutut Chusniyah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author who will publish the manuscript at Persona: Jurnal Psikologi Indonesia, agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, pre-prints sites or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater dissemination of published work
