| dc.contributor.advisor | Latifah, Melly | |
| dc.contributor.author | Nisya, Alda | |
| dc.date.accessioned | 2023-01-24T06:51:57Z | |
| dc.date.available | 2023-01-24T06:51:57Z | |
| dc.date.issued | 2023-01-24 | |
| dc.identifier.uri | http://repository.ipb.ac.id/handle/123456789/116252 | |
| dc.description.abstract | Pembelajaran daring yang pada masa Covid-19 mengakibatkan mahasiswa
mengalami stres akademik. Penelitian ini bertujuan untuk menganalisis pengaruh
karakteristik individu, karakteristik keluarga, efikasi diri, kesiapan belajar mandiri,
motivasi akademik, dan pengaturan diri dalam belajar terhadap stres akademik pada
mahasiswa. Penelitian ini menggunakan desain eksplanatori yang melibatkan 238
mahasiswa di salah satu perguruan tinggi di Bogor. Penelitian ini dilakukan secara
daring dengan teknik purposive sampling. Hasil uji menunjukkan hubungan antara
jenis kelamin dengan beberapa variabel. Laki-laki lebih rendah dari perempuan
dalam efikasi diri, kesiapan belajar mandiri, dan pengaturan diri dalam belajar.
Laki-laki juga lebih rendah dari perempuan dalam tingkat stres akademik. Selain
itu, usia mahasiswa berhubungan negatif signifikan dengan motivasi akademik.
Hasil uji regresi linier berganda menunjukkan bahwa jenis kelamin, efikasi diri, dan
motivasi akademik berpengaruh negatif signifikan terhadap stres akademik
sedangkan pengaturan diri dalam belajar berpengaruh positif signifikan terhadap
stres akademik. | id |
| dc.description.abstract | Online learning during the Covid-19 period resulted in students experiencing academic stress. This study aims to analyze the effect of individual characteristics, family characteristics, self-efficacy, readiness for independent learning, academic motivation, and self-regulation in learning on academic stress in students. This study used an explanatory design involving 238 students at a university in Bogor. This research was conducted online using a purposive sampling technique. The test results show a relationship between gender and several variables. Men are lower than women in self-efficacy, self-directed learning readiness, and self-regulated learning. Boys are also lower than girls in terms of academic stress. In addition, student age has a significant negative relationship with academic motivation. The results of multiple linear regression tests show that gender, self-efficacy, and academic motivation have a significant negative effect on academic stress, while self-regulated learning has a significant positive effect on academic stress. | id |
| dc.language.iso | id | id |
| dc.publisher | IPB University | id |
| dc.title | Pengaruh Efikasi Diri, Kesiapan Belajar Mandiri, Motivasi Akademik, dan Pengaturan Diri dalam Belajar terhadap Stres Akademik pada Mahasiswa | id |
| dc.title.alternative | The Effect of Self-Efficacy, Self-Directed Learning Readiness, Academic Motivation, and Self-Regulated Learning towards Academic Stress Undergraduate Student | id |
| dc.type | Undergraduate Thesis | id |
| dc.subject.keyword | academic motivation | id |
| dc.subject.keyword | academic stress | id |
| dc.subject.keyword | self-directed learning readiness | id |
| dc.subject.keyword | self-efficacy | id |
| dc.subject.keyword | self-regulated learning | id |
