PENGARUH SELF REGULATED LEARNING DAN SCHOOL WELL BEING TERHADAP ACADEMIC ANXIETY PADA MAHASISWA PROVINSI BANTEN
DOI:
https://doi.org/10.51878/learning.v6i4.13504Keywords:
Self regulated learning, School well being, Academic anxiety, Mahasiswa, Provinsi BantenAbstract
High academic demands faced by university students as part of their educational responsibilities may trigger negative emotional responses known as academic anxiety. High levels of academic anxiety can affect students’ physical, cognitive, and behavioral aspects, potentially hindering their academic achievement. Academic anxiety is influenced by both internal and external factors, including self-regulated learning as an internal factor and school well-being as an external factor. This study aims to examine the effects of self-regulated learning and school well-being on academic anxiety among university students in Banten Province. This study employed a quantitative approach using multiple linear regression analysis. The participants consisted of 201 active university students from semesters 1 to 14 studying in Banten Province, who were selected using a non-probability sampling technique based on predetermined criteria. Data were collected using three scales: the Self-Regulated Learning Scale (SLRS), the School Well-Being Scale (SWBS), and the Academic Anxiety Scale (AAS). The results showed that self-regulated learning and school well-being simultaneously explained 29.6% of the variance in academic anxiety, as indicated by an F-value of 41.607, a significance level of < 0.001 (p < 0.05), and an R-square value of 0.296. Partially, self-regulated learning contributed 7%, while school well-being contributed 22% to academic anxiety. Thus, 70.4% of the variance in academic anxiety was explained by other factors not examined in this study. These findings indicate that higher levels of self-regulated learning and school well-being among university students are associated with lower levels of academic anxiety.
ABSTRAK
Tingginya tuntutan akademik yang diemban mahasiswa sebagai salah satu bentuk tanggung jawab dalam pendidikan dapat memunculkan respons emosional negatif yang dikenal sebagai kecemasan akademik. Tingkat kecemasan akademik yang tinggi dapat memengaruhi aspek fisik, kognitif, dan perilaku mahasiswa sehingga berpotensi menghambat pencapaian akademik. Kecemasan akademik dipengaruhi oleh faktor internal dan eksternal, di antaranya self-regulated learning sebagai faktor internal dan school well-being sebagai faktor eksternal. Penelitian ini bertujuan untuk mengetahui pengaruh self-regulated learning dan school well-being terhadap academic anxiety pada mahasiswa di Provinsi Banten. Penelitian ini menggunakan pendekatan kuantitatif dengan analisis regresi linear berganda. Subjek penelitian terdiri atas 201 mahasiswa aktif semester 1 hingga 14 yang berkuliah di Provinsi Banten dan dipilih menggunakan teknik non-probability sampling berdasarkan kriteria yang telah ditetapkan. Data dikumpulkan menggunakan tiga skala, yaitu Self-Regulated Learning Scale (SLRS), School Well-Being Scale (SWBS), dan Academic Anxiety Scale (AAS). Hasil penelitian menunjukkan bahwa secara simultan self-regulated learning dan school well-being berpengaruh terhadap academic anxiety sebesar 29,6%, yang ditunjukkan oleh nilai F sebesar 41,607, signifikansi < 0,001 (p < 0,05), dan nilai R square sebesar 0,296. Secara parsial, self-regulated learning memberikan kontribusi sebesar 7%, sedangkan school well-being memberikan kontribusi sebesar 22% terhadap academic anxiety. Dengan demikian, sebesar 70,4% varians academic anxiety dijelaskan oleh faktor lain yang tidak diteliti. Temuan ini menunjukkan bahwa semakin tinggi self-regulated learning dan school well-being yang dimiliki dan dirasakan mahasiswa, semakin rendah academic anxiety yang dialami.
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