Stres akademik pada siswa: Menguji peranan iklim kelas dan school well-being
Abstract
Abstract
Academic stress is a crucial problem experienced by students. Educators and researchers pay high attention to the phenomenon of academic stress among students. This study presents the results of an empirical study of the effects of classroom climate and school well-being on academic stress. This research uses a quantitative approach and is carried out by survey methods that used 3 psychological scales as a measurement tools, namely Academic Stress Scale (? = 0.831); Classroom Climate Scale (? = 0.736); and School Well-being Scale (? = 0.868). The subjects of this study were 105 students taken by the purposive sampling technique at 2 schools. The results showed that simultaneously there was a significant negative effect between classroom climate and school well-being on academic stress. Partially the results of this study indicate that there is a significant influence between classroom climate on academic stress. While the school well-being variable has a significant negative effect on academic stress. Classroom climate and school well-being variables can be used as strong predictors of academic stress.
Keywords: Academic stress; Classroom Climate; Cchool Well-Being
Abstrak
Stres akademik menjadi permasalahan yang krusial dialami oleh siswa. Para pendidik dan peneliti menaruh perhatian yang tinggi terhadap fenomena stres akademik di kalangan siswa. Penelitian ini memaparkan hasil studi empiris tentang pengaruh iklim kelas dan school well-being terhadap stres akademik. Penelitian ini menggunakan pendekatan kuantitatif dan dilakukan dengan metode survei yang menggunakan 3 skala psikologi sebagai alat ukur, yaitu Skala Stres Akademik (? = 0.831); Skala Iklim Kelas (? = 0.736); dan Skala School Well-being (? = 0.868). Subyek penelitian ini berjumlah 105 siswa yang diambil dengan teknik purposive sampling pada 2 sekolah. Hasil penelitian menunjukkan bahwa secara simultan ada pengaruh negatif yang signifikan antara iklim kelas dan school well-being terhadap stres akademik. Secara parsial hasil penelitian ini menunjukkan bahwa ada pengaruh yang signifikan antara iklim kelas terhadap stres akademik. Sedangkan variabel school well-being memiliki pengaruh negatif yang signifikan terhadap stres akademik. Variabel iklim kelas dan school well-being dapat dijadikan prediktor yang kuat terhadap stres akademik.
Kata kunci: Iklim Kelas; School Well-Being; Stres Akademik
Downloads
References
Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Botswana.
Al-Shagawi, M. A., Ahmad, R., Naqvi, A. A., & Ahmad, N. (2017). Determinants of academic stress and stress-related selfmedication practice among undergraduate male pharmacy and medical students of a tertiary educational institution in Saudi Arabia. Tropical Journal of Pharmaceutical Research, 16(12), 2997–3003.
Azmy, A. N., Nurihsan, A. J., & Yudha, E. S. (2017). Deskripsi gejala stres akademik dan kecenderungan pilihan strategi koping siswa berbakat. Indonesian Journal of Educational Counseling, 1(2), 197–208.
Babakova, L. (2019). Development of the Academic Stressors Scale for Bulgarian University Students. Eurasian Journal of Educational Research, 19(81), 115–128.
Bahar, M., Asil, M., & Rubie-Davies, C. M. (2018). Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context. European Journal of Educational Research, 7(1), 113–120.
Barseli, M., Ifdil, I., & Nikmarijal, N. (2017). Konsep stres akademik siswa. Jurnal Konseling Dan Pendidikan, 5(3), 143–148.
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55.
Danim, S. (2010). Perkembangan peserta didik. Bandung: Alfabeta.
Diananda, A. (2019). Psikologi Remaja dan Permasalahannya. ISTIGHNA: Jurnal Pendidikan Dan Pemikiran Islam, 1(1), 116–133.
Evans, P., Martin, A. J., & Ivcevic, Z. (2018). Personality, coping, and school well-being: an investigation of high school students. Social Psychology of Education, 21(5), 1061–1080.
Faizah, F., Prinanda, J. N., Rahma, U., & Dara, Y. P. (2018). School well-being pada siswa berprestasi sekolah dasar yang melaksanakan program penguatan pendidikan karakter. Psympathic: Jurnal Ilmiah Psikologi, 5(2), 161–174.
Ferdianto, F. (2020). Kecenderungan stres akademik siswa Program Sistem Kredit Semester (SKS): Preliminary research. Surabaya: Program Studi Psikologi FPK UIN Sunan Ampel Surabaya. Laporan Penelitian Individu (Tidak Diterbitkan).
García-Ros, R., Pérez-González, F., & Tomás, J. M. (2018). Analyzing academic stress in adolescence and their relationship with students’ psychological and physical well-being: Development and validation of the Questionnaire of Academic Stress in Secondary Education.
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first?grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.
Holas, I., & Huston, A. C. (2012). Are middle schools harmful? The role of transition timing, classroom quality and school characteristics. Journal of Youth and Adolescence, 41(3), 333–345.
Holen, S., Waaktaar, T., Lervåg, A., & Ystgaard, M. (2013). Implementing a universal stress management program for young school children: Are there classroom climate or academic effects? Scandinavian Journal of Educational Research, 57(4), 420–444.
Huebner, E. S., & McCullough, G. (2000). Correlates of school satisfaction among adolescents. The Journal of Educational Research, 93(5), 331–335.
Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., … Cham, H. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010.
Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019). Predictors of Academic Stress Among College Students. Journal of College Counseling, 22(1), 41–55.
Konu, A., Alanen, E., Lintonen, T., & Rimpelä, M. (2002). Factor structure of the school well-being model. Health Education Research, 17(6), 732–742.
López-González, L., Amutio, A., Oriol, X., & Bisquerra, R. (2016). Habits related to relaxation and mindfulness of high school students: Influence on classroom climate and academic performance. Revista de Psicodidáctica, 21(1), 121–138.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53–83.
Misra, R., & Castillo, L. G. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11(2), 132.
Miyono, N., Muhdi, M., Nyoman, N. A., & Wuryani, T. (2019). Pengaruh Soft Skill Pendidik Dan Efikasi Diri Terhadap Stres Akademik Siswa Madrasah Aliyah Negeri Kabupaten Semarang. Jurnal SMART (Studi Masyarakat, Religi, Dan Tradisi), 5(1), 45–56.
Muchsini, B., & Siswandari, S. (2020). Class Culture And The Academic Stress Of Digital Natives Generations. Jurnal Cakrawala Pendidikan, 39(1), 102–110.
Murray-Harvey, R. (2010). Relationship influences on students’ academic achievement, psychological health and well-being at school. Educational and Child Psychology, 27(1), 104.
Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class?wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186–1205.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth. https://doi.org/10.1080/02673843.2019.1596823
Patel, N. K. (2018). Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers. International Journal of Evaluation and Research in Education, 7(1), 65–71.
Pozos-Radillo, B. E., de Lourdes Preciado-Serrano, M., Acosta-Fernández, M., de los Ángeles Aguilera-Velasco, M., & Delgado-García, D. D. (2014). Academic stress as a predictor of chronic stress in university students. Psicología Educativa, 20(1), 47–52.
Rahmi, R., & Salim, R. M. A. (2017). Peran Pelibatan Diri Siswa sebagai Mediator dalam Hubungan antara Iklim Kelas dengan Sikap Kreatif Siswa SD Sekolah Alam. Jurnal Psikologi Undip, 16(1), 77–87.
Rania, N., Siri, A., Bagnasco, A., Aleo, G., & Sasso, L. (2014). Academic climate, well?being and academic performance in a university degree course. Journal of Nursing Management, 22(6), 751–760.
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700.
Rizki, M., & Listiara, A. (2015). Penyesuaian diri dan school well-being pada mahasiswa. In Seminar Psikologi & Kemanusiaan (pp. 978–979).
Rubie-Davies, C. (2014). Becoming a high expectation teacher: Raising the bar. Routledge.
Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992.
Šaki?, M., & Raboteg-Šari?, Z. (2011). School and classroom climate and student (dis) satisfaction with school. In The 3rd International conference on advanced and systematic research-ECNSI 2009., The 1st Scientific research symposium: Positive psychology in education.
Shadi, M., Peyman, N., Taghipour, A., & Tehrani, H. (2017). Predictors of the academic stress and its determinants among students based on the theory of planned behavior. Journal of Fundamentals of Mental Health, 20(1), 87–98.
Shindler, J., Jones, A., Taylor, C., & Cadenas, H. (2004). Does Seeking to Create a Better Classroom Climate Lead to Student Success or Improved Teaching? Examining the Relationship between Pedagogical Choices and Classroom Climate in Urban Secondary Schools. Online Yearbook of Urban Learning, Teaching, and Research, 27, 36.
Singh, A., & Upadhyay, A. (2013). Personality dimensions as predictors of academic stress. Indian Journal of Community Psychology.
Singh, R. (2016). Stress among School-Going Adolescents in Relation to Psychological Hardiness. Journal on Educational Psychology, 9(4), 8–15.
Smith, A. P. (2019). Student Workload, Wellbeing and Academic Attainment. In International Symposium on Human Mental Workload: Models and Applications (pp. 35–47). Springer.
Sönmez, S., & Betül Kola??nl?, I. (2020). The effect of preschool teachers’ stress states on classroom climate. Education 3-13, 1–13.
Stecker, T. (2004). Well?being in an academic environment. Medical Education, 38(5), 465–478.
Strizhitskaya, O., Petrash, M., Savenysheva, S., Murtazina, I., & Golovey, L. (2019). Perceived Stress and Psychological Well-being: the Role of Emotional Stability. European Proceedings of Social and Behavioural Sciences, 155–162.
Sun, J., Dunne, M. P., & Hou, X.-Y. (2012). Academic stress among adolescents in China. Australasian Epidemiologist, 19(1), 9–12.
Taufik, T., Ifdil, I., & Ardi, Z. (2013). Kondisi Stres Akademik Siswa SMA Negeri di Kota Padang. Jurnal Konseling Dan Pendidikan, 1(2), 143–150.
Tollefson, M., Kite, B., Matuszewicz, E., Dore, A., & Heiss, C. (2018). Effectiveness of Student-Led Stress Reduction Activities in the Undergraduate Classroom on Perceived Student Stress. College Student Journal, 52(4), 505–515.
Turashvili, T., & Japaridze, M. (2012). Psychological well-being and its relation to academic performance of students in Georgian context. Problems of Education in the 21st Century, 49, 73–80.
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
