ACADEMIC STRESS REVIEWED FROMSELF-EFFICACY AND SELF-CONCEPT WITH GENDERAS A MODERATOR AT MAHASANTRI

https://doi.org/10.23960/simbol.v13i2.1145
Diterbitkan: Sep 18, 2025

Abstrak:

Academic stress is an imbalance between the demands of a task and a person's ability to complete it. Academic stress in higher education often occurs among students, especially those who are also students (students). The inability to complete a final assignment, which leads to academic stress, is caused by several factors. Self-efficacy and self-concept the low ones are owned by students, gender also influences the high or low levels of academic stress experienced by students. This study aims to determine academic stress from a perspective self-efficacy and self-concept with gender as a moderator for the students. The type of research used was explanatory correlational, with a sample of 100 students of Ma'had Darul Qur'al wal Hadits NWDI Pancor using the technique purposive sampling. The instrument used in data collection uses a scale Self-Efficacy, Self-Concept, and academic stress. Data analysis techniques using moderated regresion analysis (MRA) and one way anova. The research results show self-efficacy has a significant relationship with academic stress, self-concept has a significant relationship with academic stress, self-efficacy and self-concept simultaneously have a significant relationship to academic stress, and gender has a strong influence on academic stress in terms of self-efficacy and self-concept, this shows that gender has a significant relationship with academic stress when viewed from self-efficacy and self-concept. The research results obtained in this study indicate a relationship between each variable separately and academic stress, while this study confirms that the combination of the two provides a significant contribution related to the level of academic stress and its influence gender against academic stress.

Penulis:
1 . Yuli Indriani
Institut Agama Islam Hamzanwadi Pancor, Selong, Indonesia
2 . Hasaniah Zulfiani
Institut Agama Islam Hamzanwadi Pancor, Selong, Indonesia
3 . M. Zuhdi Zainul Majdi
Institut Agama Islam Hamzanwadi Pancor, Selong, Indonesia
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Cara Mengutip
Indriani, Y., Zulfiani, H., & Majdi, M. Z. Z. (2025). ACADEMIC STRESS REVIEWED FROMSELF-EFFICACY AND SELF-CONCEPT WITH GENDERAS A MODERATOR AT MAHASANTRI. J-Simbol: Jurnal Magister Pendidikan Bahasa Dan Sastra Indonesia, 13(2), 1214–1226. https://doi.org/10.23960/simbol.v13i2.1145
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Data unduhan belum tersedia.
Terbitan & Bagian
Vol 13 No 2 (2025): J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia
Articles
Referensi

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    And, dkk. (2023). The Effect of Self Concept toward Students’ Academic Stress. Attending Journal, 2(2), 2.

    Burns, R. B. (1979). The self-concept: In theory, measurement, development and behaviour. London: Longman.

    Darma Sagita, D., et al. (2021). Differences in academic stress among students based on gender. Andi Matappa Counseling Journal, 5(1), 9–16.

    Effendy, R. (2014). Gender equality in education. Al-Maiyyah, 7(2), 142–165.

    Fadhil Subandrio, & Suhana. (2024). The influence of self-efficacy and self-esteem on the academic achievement of students of the Faculty of Economics and Business, Stikubank University, Semarang.El-Mal: Journal of Islamic Economics & Business Studies, 5(11).

    Ghozali, I. (2019). Multivariate analysis application with IBM SPSS 23 program (8th Edition). Semarang: Diponegoro University Publishing Agency.

    Ghozali, I. (2018). Multivariate analysis application with IBM SPSS 25 program. Semarang: Diponegoro University Publishing Agency.

    Hartanti, J. (2020). Self-concept: Characteristics of different ages. Surabaya: PGRI Adi Buana University.

    Hasanah, N. M. (2019). Implementation of formal and non-formal education pathways: A case study at the integrated PAUD Salsabila Al-Muthi'in Yogyakarta. JECED: Journal of Early Childhood Education and Development, 1(2), 84–97.

    Hidayat, E. I., Ramli, M., & Setiowati, A. J. (2021). The influence of self-efficacy, self-esteem, and social support on academic stress in final year students (Doctoral dissertation, State University of Malang).

    Ilham, et al. (2019). The relationship between self-efficacy and academic stress in students. CONSILIUM Journal: Periodical Study of Counseling and Religious Sciences, 6(2), 91–95.

    Jannah, A. B. N., Kholili, M. R. I., & Hidayat, R. R. (2022). Academic stress in distance learning: Gender differences. Journal of Psychoeducation and Counseling, 6(1).

    Kusmiran, dkk. (2022). Formal, non-formal and informal education in the design of hadith tarbawi. Indonesian Journal of Educational Research, 1(2), 485–492.

    Lutfiana, D., & Zakiyah, E. (2021). The relationship of academic self-concept and self-regulated learning with students’ academic stress in following online learning. Journal of Indonesian Psychological Science (JIPS), 1(1).

    Michael, & Christiana. (2023). The relationship between social support and academic stress in out-of-town students: A case study of students from outside Java. Psikostudia Journal of Psychology, 12(3), 2.

    Mboya, M. (2017). Perceived teacher behavior and adolescent self-concept. International Journal of Creative Research Thoughts, 6(1), 67–68.

    Mubassyir, et al. (2023). The contemplation of the students of Ma'had Aly Babussalam Al-Hanafiyyah towards the true life. Banda Aceh: CV. Rumoh Cetak.

    Mutia, D., & Wahyuni, H. (2016). The relationship between adversity quotient and procrastination in completing final assignments in students of Study Program X, Islamic University of Indonesia (Thesis, Islamic University of Indonesia).

    Noviana, E., & Khoirunnisa, R. N. (2022). The relationship between self-efficacy and academic stress in students undergoing hybrid lectures during the Covid-19 pandemic. Character: A Journal of Psychological Research, 9(6), 199–208.

    Radisti, M., Suyanti, S., & Albadri, A. (2023). Religiosity and academic self-concept with academic stress of Islamic boarding school students.PSYCOMEDIA: Journal of Psychology, 2(2), 102–111.

    Rahmat, H., & Abdillah. (2019). Educational science: Concepts, theories and applications.Medan: Indonesian Education Development Care Institute.

    Rahayu, S. (2018). The influence of self-concept on academic stress of new students at Widya Mandala Catholic University, Madiun, in the 2015–2016 academic year. Journal of Media Achievement, 18(1), 4.

    Roni, R., dkk. (2024). Differences in academic stress levels based on gender in final year students of the Social Studies Education study program at FKIP UNTAN. Scientific Journal of Educational Vehicles, 10(10), 761–770.

    Rosyana, et al. (2022). Academic adjustment of new students is reviewed from the perspective of self-esteem, self-efficacy, and self-concept. Journal of Psychological Research.

    Sagita, T. G., dkk. (2017). Pancasila and citizenship education is definitely possible. Bandung: Duta Publisher.

    Sharma, S. (2018). Perceived academic stress among students. International Journal of Multidisciplinary, 3(8), 2.

    Shulhan, A. (2018). Building the academic self-concept of Nawesea Islamic Boarding School students. Journal Education and Human Development, 3(2), 2.

    Siregar, R. (2021). Self-concept of students at MAN 3 Medan. Journal of Educational and Counseling Research (JPPK), 7(2).

    Sugiyono. (2023). Quantitative, qualitative, and R&D research methods. Bandung: Alfabeta.

    Suryani, N. L. P., & Artawan, G. (2020). The relationship between self-adjustment and academic stress in new students. Udayana Journal of Psychology, 7(2), 90–97.

    Syaadah, Silitonga, & Rangkuty. (2022). Formal education, non-formal education and informal education. PEMA: Journal of Education and Community Service, 2(2), 125–131.

    Tasalim, R., & Cahyani, A. R. (2021). Academic stress and its management.Yogyakarta: Guepedia.

    Trismayanti, R., Ramadhani, C., & Maharani, N. (2025). Comparative study of academic stress levels between active and inactive students in higher education. SSRN. https://doi.org/10.2139/ssrn.5251172

    Wilson, S. A., dkk. (2022). Identifying common perceived stressors and stress-relief strategies among undergraduate engineering students. Minneapolis: American Society for Engineering Education.

    Wulansari, N. D., & Fathurrochman, I. (2022). The relationship between self-efficacy and students' academic stress during online learning. Journal of Education and Counseling (JEK), 4(2).

  1. Ansori, H. R. (2016). The relationship between social support and self-efficacy in completing college assignments in new students of the Department of Architectural Engineering, UIN Maulana Malik Ibrahim Malang (Doctoral thesis, Maulana Malik Ibrahim State Islamic University).
  2. And, dkk. (2023). The Effect of Self Concept toward Students’ Academic Stress. Attending Journal, 2(2), 2.
  3. Burns, R. B. (1979). The self-concept: In theory, measurement, development and behaviour. London: Longman.
  4. Darma Sagita, D., et al. (2021). Differences in academic stress among students based on gender. Andi Matappa Counseling Journal, 5(1), 9–16.
  5. Effendy, R. (2014). Gender equality in education. Al-Maiyyah, 7(2), 142–165.
  6. Fadhil Subandrio, & Suhana. (2024). The influence of self-efficacy and self-esteem on the academic achievement of students of the Faculty of Economics and Business, Stikubank University, Semarang.El-Mal: Journal of Islamic Economics & Business Studies, 5(11).
  7. Ghozali, I. (2019). Multivariate analysis application with IBM SPSS 23 program (8th Edition). Semarang: Diponegoro University Publishing Agency.
  8. Ghozali, I. (2018). Multivariate analysis application with IBM SPSS 25 program. Semarang: Diponegoro University Publishing Agency.
  9. Hartanti, J. (2020). Self-concept: Characteristics of different ages. Surabaya: PGRI Adi Buana University.
  10. Hasanah, N. M. (2019). Implementation of formal and non-formal education pathways: A case study at the integrated PAUD Salsabila Al-Muthi'in Yogyakarta. JECED: Journal of Early Childhood Education and Development, 1(2), 84–97.
  11. Hidayat, E. I., Ramli, M., & Setiowati, A. J. (2021). The influence of self-efficacy, self-esteem, and social support on academic stress in final year students (Doctoral dissertation, State University of Malang).
  12. Ilham, et al. (2019). The relationship between self-efficacy and academic stress in students. CONSILIUM Journal: Periodical Study of Counseling and Religious Sciences, 6(2), 91–95.
  13. Jannah, A. B. N., Kholili, M. R. I., & Hidayat, R. R. (2022). Academic stress in distance learning: Gender differences. Journal of Psychoeducation and Counseling, 6(1).
  14. Kusmiran, dkk. (2022). Formal, non-formal and informal education in the design of hadith tarbawi. Indonesian Journal of Educational Research, 1(2), 485–492.
  15. Lutfiana, D., & Zakiyah, E. (2021). The relationship of academic self-concept and self-regulated learning with students’ academic stress in following online learning. Journal of Indonesian Psychological Science (JIPS), 1(1).
  16. Michael, & Christiana. (2023). The relationship between social support and academic stress in out-of-town students: A case study of students from outside Java. Psikostudia Journal of Psychology, 12(3), 2.
  17. Mboya, M. (2017). Perceived teacher behavior and adolescent self-concept. International Journal of Creative Research Thoughts, 6(1), 67–68.
  18. Mubassyir, et al. (2023). The contemplation of the students of Ma'had Aly Babussalam Al-Hanafiyyah towards the true life. Banda Aceh: CV. Rumoh Cetak.
  19. Mutia, D., & Wahyuni, H. (2016). The relationship between adversity quotient and procrastination in completing final assignments in students of Study Program X, Islamic University of Indonesia (Thesis, Islamic University of Indonesia).
  20. Noviana, E., & Khoirunnisa, R. N. (2022). The relationship between self-efficacy and academic stress in students undergoing hybrid lectures during the Covid-19 pandemic. Character: A Journal of Psychological Research, 9(6), 199–208.
  21. Radisti, M., Suyanti, S., & Albadri, A. (2023). Religiosity and academic self-concept with academic stress of Islamic boarding school students.PSYCOMEDIA: Journal of Psychology, 2(2), 102–111.
  22. Rahmat, H., & Abdillah. (2019). Educational science: Concepts, theories and applications.Medan: Indonesian Education Development Care Institute.
  23. Rahayu, S. (2018). The influence of self-concept on academic stress of new students at Widya Mandala Catholic University, Madiun, in the 2015–2016 academic year. Journal of Media Achievement, 18(1), 4.
  24. Roni, R., dkk. (2024). Differences in academic stress levels based on gender in final year students of the Social Studies Education study program at FKIP UNTAN. Scientific Journal of Educational Vehicles, 10(10), 761–770.
  25. Rosyana, et al. (2022). Academic adjustment of new students is reviewed from the perspective of self-esteem, self-efficacy, and self-concept. Journal of Psychological Research.
  26. Sagita, T. G., dkk. (2017). Pancasila and citizenship education is definitely possible. Bandung: Duta Publisher.
  27. Sharma, S. (2018). Perceived academic stress among students. International Journal of Multidisciplinary, 3(8), 2.
  28. Shulhan, A. (2018). Building the academic self-concept of Nawesea Islamic Boarding School students. Journal Education and Human Development, 3(2), 2.
  29. Siregar, R. (2021). Self-concept of students at MAN 3 Medan. Journal of Educational and Counseling Research (JPPK), 7(2).
  30. Sugiyono. (2023). Quantitative, qualitative, and R&D research methods. Bandung: Alfabeta.
  31. Suryani, N. L. P., & Artawan, G. (2020). The relationship between self-adjustment and academic stress in new students. Udayana Journal of Psychology, 7(2), 90–97.
  32. Syaadah, Silitonga, & Rangkuty. (2022). Formal education, non-formal education and informal education. PEMA: Journal of Education and Community Service, 2(2), 125–131.
  33. Tasalim, R., & Cahyani, A. R. (2021). Academic stress and its management.Yogyakarta: Guepedia.
  34. Trismayanti, R., Ramadhani, C., & Maharani, N. (2025). Comparative study of academic stress levels between active and inactive students in higher education. SSRN. https://doi.org/10.2139/ssrn.5251172
  35. Wilson, S. A., dkk. (2022). Identifying common perceived stressors and stress-relief strategies among undergraduate engineering students. Minneapolis: American Society for Engineering Education.
  36. Wulansari, N. D., & Fathurrochman, I. (2022). The relationship between self-efficacy and students' academic stress during online learning. Journal of Education and Counseling (JEK), 4(2).