Year: 2024
Type: dissertation
Study design: Observational Study
Abstract: As agents of national change, students frequently experience stress due to the various demands they face from the environment and from their academic environment on campus. Academic stress refers to the strain that students experience. The purpose of this study was to determine the relationship between social support and emotional intelligence with academic stress. The major hypothesis of this research is that there is a relationship between social support and emotional intelligence and student academic stress. The minor hypotheses of this research are 1) There is a negative relationship between social support and student academic stress; 2) There is a negative relationship between emotional intelligence and student academic stress. This research method is quantitative correlational which is measured using academic stress scales, social support, and emotional intelligence. The population in thisstudy were all UMS undergraduate students totaling 26,047 students from the 2020 to 2023 intake. The number of samples was determined using the Solvin formula and 100 samples were obtained using the accidental sampling technique. The results of this study stated that social support and emotional intelligence simultaneously influenced academic stress by 50.3%. Emotional support significantly (p = 0.00 <0.05) influenced academic stress by 34%. Then, emotional intelligence significantly influenced (p = 0.00 <0.05) academic stress by 16.3%. The categorization results showed that academic stress in UMS students was in the moderate category of 53%
Authors: Kautsarani, Della Fitriana, , Wiwien Dinar P, S.Psi, M.Psi, Psikolog
Language: English
Topic: Student Stress and Coping
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7056878942