Pengaruh Academic Self-Efficacy dan Self-Regulated Learning terhadap kecemasan akademik pada mahasiswa

Febriana, Devi Anita (2024) Pengaruh Academic Self-Efficacy dan Self-Regulated Learning terhadap kecemasan akademik pada mahasiswa. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

ARAIBIC: Tuntutan akademik membuat mahasiswa merasa khawatir tentang apakah kapasitas dan kemampuan mereka cukup untuk menghadapi berbagai tantangan akademik. Ketidakyakinan individu terhadap kemampuannya dalam mengatasi kesulitan dan menyelesaikan tugas menyebabkan masalah dalam akademiknya. Kecemasan akademik pada mahasiswa disebabkan oleh tekanan akademik yang ditimbulkan oleh proses belajar mengajar dan masalah yang berkaitan dengan kegiatan belajar. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh academic self-efficacy dan self-regulated learning terhadap kecemasan akademis pada mahasiswa baru. Penelitian ini merupakan penelitian kuantitatif dengan studi kausalitas. Subjek dalam penelitian ini adalah mahasiswa aktif Universitas Islam Negeri (UIN) Bandung mahasiswa baru berjumlah 337 mahasiswa, dengan menggunakan teknik Accidental sampling. Penelitian ini menggunakan tiga skala yaitu Academic Anxiety Scale (AAS), The Academic self-efficacy Scale (TASES) dan skala Self-Regulated Learning. Teknik analisis data yang digunakan pada penelitian ini adalah analisis regresi linear berganda. Hasil penelitian menunjukkan bahwa terdapat pengaruh Academic self-efficacy dan self-regulated learning terhadap kecemasan akademis. ENGLISH: Academic demands make students worry about whether their capacity and ability are sufficient to face various academic challenges. Individual uncertainty about their ability to overcome difficulties and complete tasks causes problems in their academics. Academic anxiety in students is caused by academic pressure arising from the teaching and learning process and issues related to learning activities. The purpose of this study is to determine the influence of academic self-efficacy and self-regulated learning on academic anxiety in first-year students. This is a quantitative study with a causal approach. The subjects of this study are active first-year students at the State Islamic University (UIN) Bandung, totaling 337 students, using the Accidental sampling technique. This study employs three scales: the Academic Anxiety Scale (AAS), the Academic self-efficacy Scale (TASES), and the Self-regulated learning scale. The data analysis technique used in this study is multiple linear regression analysis. The results of the study indicate that there is an influence of academic self-efficacy and self-regulated learning on academic anxiety.

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