PERAN MEDIASI STRES AKADEMIK DALAM PENGARUH ANTARA EFIKASI DIRI AKADEMIK TERHADAP PROKRASTINASI AKADEMIK PADA MAHASISWA TINGKAT AKHIR
Keywords:
Academic Self-efficacy, Academic stress, Academic Procrastination, Final Year StudentsAbstract
Academic procrastination is a common behaviour among university students, especially those in their final year. One psychological factor believed to influence this tendency is self-efficacy—the belief in one’s ability to complete academic tasks. At the same time, educational stress may act as a psychological mechanism that bridges the relationship between self-efficacy and procrastination. This study aims to examine whether academic stress mediates the relationship between self-efficacy and academic procrastination. A total of 218 final-year university students in the Greater Jakarta area (JABODETABEK) participated in this study through accidental sampling. Data were collected using adapted versions of three standardized psychological instruments: the College Academic Self-Efficacy Scale (CASES) to measure self-efficacy, the Educational Stress Scale for Adolescents (ESSA) to assess educational stress, and the Tuckman Procrastination Scale (TPS) to evaluate academic procrastination. Data were analysed using path analysis to test the proposed mediation model. The results revealed that self-efficacy had a significant negative effect on academic stress (a = -0.167, p < 0.001) and academic procrastination (c = -0.152, p < 0.001). Furthermore, academic stress had a significant positive effect on academic procrastination (b = 0.91, p < 0.001). When academic stress was included as a mediating variable, the direct effect of self-efficacy on procrastination remained significant but was reduced (c’ = -0.229, p < 0.001), indicating a partial mediation. These findings suggest that academic stress serves as a mediator in the relationship between self-efficacy and academic procrastination. In other words, self-efficacy influences the tendency to procrastinate indirectly through its impact on academic stress. This highlights the importance of not only enhancing students’ academic self-efficacy but also implementing strategies to reduce academic stress in order to effectively minimize academic procrastination among final-year university students.References
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Tuckman, B. W. (1990). Measuring Procrastination Attitudinally and Behaviorally. American Educational Research Association. https://files.eric.ed.gov/fulltext/ED319792.pdf
Tuckman, B. W. (1991). The Development and Concurrent Validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473. https://doi.org/10.1177/0013164491512022
Bandura, Albert. (2009). Self-efficacy in Changing Societies. New York, USA: Cambridge University Press.
Bandura, A., & Wessels, S. (1997). Self-efficacy. Cambridge University Press Cambridge.
Ferrari, Joseph R., Johnson, J. & McCown, W. 1995. Procrastination and Task. Avoidance. New York, USA: Plenum Press.
Handayani, S. W. R. I., & Abdullah, A. (2016). Hubungan Stres dengan Prokrastinasi pada Mahasiswa. Psikovidya, 20(1), 32-39.
Ifdil, I., Bariyyah, K., Dewi, A. K., & Rangka, I. B. (2019). The College Academic Self-Efficacy Scale (CASES); An Indonesian Validation to Measure the Self-efficacy of Students. Jurnal Kajian Bimbingan Dan Konseling, 4(4), 115–121. https://doi.org/10.17977/um001v4i42019p115
Indria, I., Siregar, J., & Herawaty, Y. (2019). Hubungan antara Kesabaran dan Stres Akademik pada Mahasiswa di Pekanbaru. An – Nafs: Jurnal Fakultas Psikologi, 13(1), 21–34.
Klingsieck, K. B. (2013). Procrastination in Different Life-Domains: Is Procrastination Domain Specific? Springer Science, 32, 175–185. https://doi.org/10.1007/s12144-013-9171-8
Knaus, W. (2010). End Procrastination Now!: Get it Done with a Proven Psychological Approach. McGraw Hill Professional.
Larasati, Nadilla Dzikirna & Jatiningrum, Wandhansari Sekar. (2021). Analisis Faktor Keterlambatan Studi Mahasiswa Teknik Industri UAD. Jurnal Manajemen Pendidikan. Vol. 16 No. 2. https://doi.org/10.23917/jmp.v16i2.12134
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Malkoç, A., & Mutlu, A. K. (2018). Academic Self-efficacy and Academic Procrastination: Exploring the Mediating Role of Academic Motivation in Turkish University Students. Universal Journal of Educational Research, 6(10), 2087–2093. https://doi.org/10.13189/ujer.2018.061005
Mariyanti, S. (2013). Model Strategi Coping Penyelesaian Studi Sebagai Efek. Jurnal Psikologi, 11(2).
Ngozi, A., & Kayode, O. G. (2014). Variables Attributed to Delay in Thesis Completion by Postgraduate Students. Journal of Emerging Trends in Educational Research and Policy Studies, 5(1), 6–13.
Marsela, et al. (2023). Analisis Faktor Penyebab Keterlambatan Penyelesaian Studi pada Mahasiswa Prodi Bimbingan dan Konseling. Syifa Qulub: Jurnal Bimbingan dan Konseling. Vol. 4 No. 1 (Januari0Juni 2023), 46-53. http://dx.doi.org/10.32505/syifaulqulub.V4I1.6169
Martono, P. N., Minarni, M., & Zubair, A. G. H. (2023). Pengaruh Self-efficacy terhadap Prokrastinasi Akademik pada Mahasiswa di Kota Makassar. Jurnal Psikologi Karakter, 3(2), 660–665. https://doi.org/10.56326/jpk.v3i2.3504
Nasional, D. P. (2000). Keputusan Menteri Pendidikan Nasional nomor 232/U/2000 tentang Pedoman Penyusunan Kurikulum Pendidikan Tinggi dan Penilaian Hasil Belajar Mahasiswa. Jakarta.
Oktavia et al., (2019). Faktor-faktor yang Mempengaruhi Stres Akademik. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan. https://seminar.uad.ac.id/index.php/snmpuad/article/view/3416
Owen, S. V, & Froman, R. D. (1988). Development of a College Academic Self-Efficacy Scale. Education Resources Information Center.
Pratiwi, M., & Satwika, Y. W. (2022). Hubungan antara Stres Akademik dengan Prokrastinasi Akademik pada Mahasiswa yang Mengerjakan Skripsi di Universitas X. Character Jurnal Penelitian Psikologi, 9(2), 56–65. https://doi.org/10.26740/cjpp.v9i2.45753
Salim, F., & Fakhrurrozi, M. M. (2020). Efikasi Diri Akademik dan Resiliensi pada Mahasiswa. Jurnal Psikologi, 16(2), 175–187. https://doi.org/10.24014/jp.v14i2.9718
Saputra, et al. (2024). Analisis Faktor-faktor Keterlambatan Mahasiswa Tingkat Akhir di Program Studi Pendidikan Ekonomi FKIP ULM dalam Menyelesaikan Skripsi. Jurnal Pendidikan Ekonomi. Vol. 12. No. 2. https://doi.org/10.26740/jupe.v12n2.p183-189
Suciono, W. (2021). Berpikir Kritis (Tinjauan Melalui Kemandirian Belajar, Kemampuan Akademik dan Efikasi Diri). Adab.
Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Alfabeta Bandung.
Sun, J., Dunne, M. P., Hou, X. yu, & Xu, A. qiang. (2011). Educational Stress Scale for Adolescents: Development, Validity, and Reliability with Chinese Students. Journal of Psychoeducational Assessment, 29(6), 534–546. https://doi.org/10.1177/0734282910394976Busari
Susanti, N. M. D., & Kalengkongan, D. (2021). Hubungan Stres dengan Kualitas Tidur pada Mahasiswa-mahasiswi Tingkat Akhir di STIKES Husada Mandiri Poso. Journal of Islamic Medicine, 5(2), 125–132. https://doi.org/10.18860/jim.v5i2.11797
Steel, P. (2007). The Nature of Procrastination: A Meta-Analytic and Theoretical Review of Quintessential Self-Regulatory Failure. Psychological Bulletin, 133(1), 65.
Tuckman, B. W. (1990). Measuring Procrastination Attitudinally and Behaviorally. American Educational Research Association. https://files.eric.ed.gov/fulltext/ED319792.pdf
Tuckman, B. W. (1991). The Development and Concurrent Validity of the Procrastination Scale. Educational and Psychological Measurement, 51, 473. https://doi.org/10.1177/0013164491512022
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