Email this article 
ACADEMIC STRESS AND COPING STRATEGY IN RELATION TO ACADEMIC ACHIEVEMENT
Andi Syahputra, Central China Normal University STAIN Teungku Dirundeng Meulaboh, Indonesia
Slamat Fitriyadi, STKIP Singkawang, Indonesia
Rosmaiyadi Rosmaiyadi, STKIP Singkawang, Indonesia
Fitri Fitri, STKIP Singkawang, Indonesia
Susan Neni Triani, STKIP Singkawang, Indonesia
Abstract
Stress on students is more common and varied. Therefore, a good coping strategy is needed in order to control stress and increase academic achievement. The purposes of this study are: 1) to describe the level of academic stress and coping strategy; 2) to investigate the effect of the differences of gender, age, marital status, years of study and degrees on academic stress and coping; and 3) to analyze the relationship between academic stress, coping and academic achievement. This research used a quantitative method with a survey approach. The population was 340 Indonesian students in Wuhan, China. The samples of 184 students (73 male and 111 female) were taken with a simple random sampling technique. The instruments used in collecting data are the Scale for Assessment Academic Stress and the Stress Coping Style Inventory. The results showed that academic stress was at a moderate level dominated by cognitive stress indicators. Coping was at a moderate level dominated by active emotional coping. Different demographic factors have a significant effect on academic stress and coping. Intercorrelation shows the relationship between several indicators of academic stress and coping but no significant relationship with academic achievement.
Keywords
Full Text:
PDFReferences
Agolla, J. E., & Ongori, H. (2009). An assessment of academic stress among undergraduate students: The case of University of Bostwana. Educational research and review, 4(2), 063–067. https://academicjournals.org/journal/ERR/article-full-text-pdf/5F4E7833647.
Alvin, N. (2007). Handling study stress: Panduan agar anda bisa belajar bersama anak-anak anda. [Handling study stress: A guide so you can study with your children]. Jakarta, Indonesia: Elex Media Komputindo. https://scholar.google.co.id/scholar?cluster=4498803600910993064.
Backović, D. V., Zivojinovic, J. I., Maksimovic, J., & Maksimovic, M. (2012). Gender differences in academic stress and burnout among medical students in final years of education. Psychiatria Danubina, 24(2), 175–181. http://www.psychiatria-danubina.com/2012-vol-24-no-2/481?tip=&datum_od=&datum_do=&detalji=481&z=&page=3.
Bamuhair, S. S., Al Farhan, A. I., Althubaiti, A., Agha, S., Rahman, S. U., & Ibrahim, N. O. (2015). Sources of stress and coping strategies among undergraduate medical students enrolled in a problem-based learning curriculum. Journal of Biomedical Education, 2015(10), 1–8. https://doi.org/10.1155/2015/575139.
Bernstein, E. R. D., Penner, L. A., & Clarke-Stewart, A. (2008). Psychology (8th ed). New York, NY: Houghton Mifflin Company.
Boekaerts, M. (1996). Coping with stress in childhood and adolescence. In M. Zeidner & S. Endler (Eds.). Handbook of coping: Theory, research, applications. New York, NY: John. Wiley & Sons, pp. 452–484. https://psycnet.apa.org/record/1996-97004-020.
Compas, B. E., Slavin, L. A., Wagner, B. M., & Vannatta, K. (1986). Relationship of life events and social support with psychological dysfunction among adolescents. Journal of Youth and Adolescence volume, 15(3), 205–221. https://doi.org/10.1007/BF02139123.
Cooper, C. L., & Payne, R. L. (1991). Personality and stress: individual differences in the stress process. New York, NY: John Wiley and Sons.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed). Thousand Oaks, CA: Sage.
Crockett, L. J., Iturbide, M. I., Stone, R. A. T., McGinley, M., Raffaelli, M., & Carlo, G. (2007). Acculturative stress, social support, and coping: Relations to psychological adjustment among Mexican American college students. Cultural Diversity and Ethnic MinorityPsychology, 13(4), 347–355. https://doi.org/10.1037/1099-9809.13.4.347.
Elias, H., Ping, W. S., & Abdullah, M. C. (2011). Stress and academic achievement among undergraduate students in Universiti Putra Malaysia. Procedia-Social and Behavioural Sciences, 29(1), 646–655. https://doi.org/10.1016/j.sbspro.2011.11.288.
Endler, N. S., & Parker, J. D. (1990). Multidimensional assessment of coping: A critical evaluation. Journal of Personality and Social Psychology, 58(5), 844–854. https://doi.org/10.1037/0022-3514.58.5.844.
Folkman, S., & Lazarus, R. S. (1985). If it changes it must be a process: Study of emotion and coping during three stages of a college examination. Journal of Personality and Social Psychology, 48(1), 150–170. https://doi.org/10.1037/0022-3514.48.1.150.
Govaerst, S., & Gregoire, J. (2004). Stressful academic situations: Study on appraisal variables in adolescence. European Review of Applied Psychology, 54(4), 261–271. https://doi.org/10.1016/j.erap.2004.05.001.
Haber, A., & Runyon, R. P. (1984). Psychology of adjustment. Homewood, Illinois: The Dorsey Press.
Hamarat, E., Thompson, D., Zabrucky, K. M., Steele, D., Matheny, K. B., & Aysan, F. (2001). Perceived stress and coping resource availability as predictors of life satisfaction in young, middle-aged, and older adults. Experimental Aging Research, 27(2), 181–196. https://doi.org/10.1080/036107301750074051.
Herath, H. M. W. M. (2019). Relationship between academic stress and academic achievements of the undergraduate students in Sri Lanka - A case study of undergraduates in Uva Wellassa University. Global Journal of Human-Social Science Research, 19(7A), 1–7.
https://socialscienceresearch.org/index.php/GJHSS/article/view/2884.
Hicks, T. & Hestie, S. (2008). High school to college transition: A profile of the stressor, physical, and psychological health issues that effect the first year on-campus collage student. Journal of Cultural Diversity, 15(3), 143–147. http://digitalcommons.uncfsu.edu/soe_faculty_wp/14.
Holroyd, K. A., & Lazarus, R. S. (1982). Stress, coping and somatic adaptation. In L. Goldberger & S. Breznitz (Eds.). Handbook of stress: Theoretical and clinical aspects. New York, NY: Free Press, pp. 21–35.
Huberty, C. J., & Morris, J. D. (1989). Multivariate analysis versus multiple univariate analyses. Psychological Bulletin, 105(2), 302–308. https://doi.org/10.1037/0033-2909.105.2.302.
Hung, C. –L. (2011). Coping strategies of primary school teachers in Taiwan experiencing stress because of teacher surplus. Social Behavior and Personality, 39(9), 1161–1173. https://doi.org/10.2224/sbp.2011.39.9.1161.
Kadhiravan, S., & Kumar, K. (2012). Enhancing stress coping skills among college students. Researchers World: International Refereed Social Sciences Journal, 3(4/1), 49–55. http://www.researchersworld.com/index.php/rworld/article/view/680.
Kariv, D., & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Student Journal, 39(1), 72–89. https://www.ingentaconnect.com/content/prin/csj/.
Khan, M. (2013). Academic self efficacy, coping, and academic performance in college. International Journal of Undergraduate Research and Creative Activities, 5(1), 1–11. http://doi.org/10.7710/2168-0620.1006.
Kumar, S., & Bhukar, J. P. (2013). Stress level and coping strategies of college students. Journal of Physical Education and Sport Management, 4(1), 5–11. https://doi.org/10.5897/JPESM12.001.
Kumari, S. & Dhull, I. (2015). Academic stress among adolescents in relation to gender. International Journal of Applied Research, 1(11), 394–396. https://www.allresearchjournal.com/archives/?year=2015&vol=1&issue=11∂=F&ArticleId=931.
Lal, K. (2014). Academic stress among adolescent in relation to intelligence and demographic factors. American International Journal of Research in Humanities, Arts and Social Sciences, 5(1), 123–129. http://iasir.net/AIJRHASSpapers/AIJRHASS14-150.pdf.
Lazarus, R. S. (1976). Pattern of adjustment. New York, NY: Mc Graw Hill.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York, NY: Springer.
Lerner, B. A. (1995). Students’ use of psychiatric services: The Columbia experience. The Journal of the American Medical Association, 274(17), 1398–1399. https://doi.org/10.1001/jama.274.17.1398.
Li, H., & Lin, C. (2003). College stress and psychological well-being of Chinese college students. Acta Psychological Sinica, 35(2), 222–230. http://journal.psych.ac.cn/xlxb/EN/Y2003/V35/I02/222.
Lin, Y. M., & Chen, F. S. (2010). A stress coping style inventory of students at universities and colleges of technology. World Transactions on Engineering and Technology Education, 8(1), 67–72. http://www.wiete.com.au/journals/WTE&TE/Pages/TOC_V8N1.html.
Matud, M. P. (2004) Gender differences in stress and coping styles. Personality and Individual Differences, 37(7), 1401–1415. https://doi.org/10.1016/j.paid.2004.01.010.
Miller, S. M., & Kirsch, N. (1987). Sex differences in cognitive coping with stress. In R. C. Barnett, L. Biener, & G. K. Baruch (Eds.). Gender & Stress. New York, NY: Free Press, pp. 278–307.
Mulinda, S., & Megawati, M. (2018). Pengaruh harga diri dan stress terhadap prestasi akademik dikalangan mahasiswa di fakultas ekonomi dan bisnis, Universitas Syiah Kuala. [Effect of self-esteem and stress on academic achievement among students at the Faculty of Economics and Business, Syiah Kuala University]. Jurnal Ilmiah Mahasiswa Ekonomi Manajemen, 3(3), 49–58. http://jim.unsyiah.ac.id/EKM/article/view/8084.
Oktarisa, F., & Yusra, Z. (2015). Perbedaan prestasi akademik ditinjau dari coping strsess dan jenis kelamin pada pers mahasiswa. [Differences in academic achievement in terms of coping with stress and gender in the student press]. Jurnal RAP UNP, 6(2), 136–145. http://ejournal.unp.ac.id/index.php/psikologi/article/view/6617.
Olejnik, S. N., & Holschuh, J. P. (2007). College rules: How to study, survive, and succeed (2nd ed). New York, NY: Ten Speed Press.
Pancer, S. M., Hunsberger, B., Pratt, M. W., & Alisat, S. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15(1), 38–57. https://doi.org/10.1177%2F0743558400151003.
Pariat, L., Rynjah, A., Joplin, J. & Kharjana, M. G. (2014). Stress level of college students: Interrelationship between stressors and coping strategies. Journal of Humanities and Social Sciences, 19(8), 40–46. https://doi.org/10.9790/0837-19834046.
Pine, A., & Aroson, E. (1988). Career burnout: Causes and cures. New York, NY: Free Press.
Price, J. H. (1985). A model for explaining adolescent stress. Health Education, 16(3), 36–40. https://doi.org/10.1080/00970050.1985.10614469.
Ptacek, J. T., Smith, R. E., Dodge, K. L. (1994). Gender differences in coping with stress: When stressors and appraisal do not differ. Personality and Social Psychology Bulletin, 20(4), 421–430. https://doi.org/10.1177/0146167294204009.
Rafidah, K., Azizah, M. A., Mohd, M., & Norzaidi, M. D. (2009). Stress and academic performance: Empirical evidence from university students. Academy of Educational Leadership Journal, 13(1), 37–51. https://www.researchgate.net/publication/299615555.
Rahmah, D. N. (2013). Hubungan self efficacy, coping stress dan prestasi akademik. [Relationship of self efficacy, stress coping and academic achievement]. Jurnal Ecopsy, 1(1), 7–14. https://doi.org/10.20527/ecopsy.v1i1.477.
Rahmayani, R. D., Liza, R. G., & Syah, N. A. (2019). Gambaran tingkat stres berdasarkan stressor pada mahasiswa kedokteran tahun pertama program studi profesi dokter fakultas kedokteran universitas andalas angkatan 2017. [An overview of stress levels based on stressors in first year medical students of the medical profession study program at the Faculty of Medicine, Andalas University, class of 2017]. Jurnal Kesehatan Andalas, 8(1), 103–111. https://doi.org/10.25077/jka.v8i1.977.
Sanders, A. E., & Lushington, K. (2002). Effect of perceived stress on students’ performance in dental school. Journal of Dental Education, 66(1), 75–81. https://doi.org/10.1002/j.0022-0337.2002.66.1.tb03510.x.
Santrock, J. W. (2003). Adolescence. (S. B. Adelar & S. Saragih, Trans.). Jakarta, Indonesia: Erlangga.
Sarafino, E. P. (2002). Health psychology: Biopsychosocial interactions (4th ed). New Jersey, NJ: HN Wiley.
Sarafino, E. P., & Smith, T. W. (2012). Health psychology: Biopsychosocial interactions (7th ed). New Jersey, NJ: John Wiley & Sons Inc.
Seiffge-Krenke, I. (2000). Causal links between stressful events, coping styles, and adolescent symptomatology. Journal of Adolescence, 23(6), 675–691. https://doi.org/10.1006/jado.2000.0352.
Shaikh, B. T., Kahloon, A., Kazmi, M., Khalid, H., Nawaz, K., Khan, N., & Khan, S. (2004). Students, stress and coping strategies: a case of Pakistani medical school. Education for Health, 17(3), 346–353. https://pubmed.ncbi.nlm.nih.gov/15848822/.
Singh, N., & Kohli, C. (2015). Stress reaction and coping strategies among nursing students in Delhi. Asian Journal of Nursing Education and Research, 5(2), 274–278. https://doi.org/10.5958/2349-2996.2015.00054.3.
Sinha, U. K., Sharma, V., & Nepal, M. K. (2001). Development of a scale for assessing academic stress: A preliminary report. Journal of the Institute of Medicine, 23(1&2), 105–102. https://www.semanticscholar.org/paper/46759cc82480f71a5172b15d8c350b1046549f71.
Slamet, S. I. S, & Markam, S. (2003). Pengantar psikologi klinis. [Introduction to clinical psychology]. Jakarta, Indonesia: UI Press.
Sreeramareddy, C. T., Shankar, P. R., Binu, V. S., Mukhopadhyay, C., Ray, B., & Menezes, R. G. (2007). Psychological morbidity, sources of stress and coping strategies among undergraduate medical students of Nepal. BMC Medical Education, 7(26), 1–8. https://doi.org/10.1186/1472-6920-7-26.
Stallard, E. (2004). Health psychology. New York, NY: MC. Graw Hill.
Stuart, G. W., & Sundenen, S. J. (2013). Principles practice psychiatric nursing (A. Y. S. Hamid, Trans.). Jakarta, Indonesia: EGC. (Original work published 2001).
Sullivan, J. R. (2010). Preliminary psychometric data for the academic coping strategies scale. Assessment for Effective Intervention, 35(2), 114–127. https://doi.org/10.1177%2F1534508408327609.
Supe, A. N. (1998). A study of stress in medical students at Seth G. S. Medical College. Journal of Postgraduate Medicine, 44(1), 1–6. https://www.jpgmonline.com/text.asp?1998/44/1/1/389.
Swearingen, E. M., & Cohen, L. H. (1985). Life events and psychological distress: a prospective study of young adolescents. Developmental Psychology, 21(6), 1045–1054. https://doi.org/10.1037/0012-1649.21.6.1045.
Taylor, S. E., Peplau, L. A., & Sears, D. O. (2006). Social Psychology (12th ed). New Jersey, NJ: Pearson Prentice Hall.
Thawabieh, A. M. & Qaisy, L. M. (2012). Assessing stress among university students. American International Journal of Contemporary Research, 2(2), 110–116. http://www.aijcrnet.com/journals/Vol_2_No_2_February_2012/13.pdf.
Towbes, L. C., & Cohen, L. H. (1996). Chronic stress in the lives of college students: Scale development and prospective prediction of distress. Journal of Youth and Adolescence, 25(2), 199–217. https://doi.org/10.1007/BF01537344.
Walters, J. D. (2002). Expansive marriage: A way to self realization (Wakidi, Trans.). Yogyakarta, Indonesia: Kanisius. (Original work published 1995).
Wang, C. (2005). Investigation on the stress state of undergraduate. Chinese Journal of Health Psychology, 13(4), 311–313. https://caod.oriprobe.com/articles/9093151/Invertigation_on_the_Stress_State_of_Undergraduate.htm.
Wintre, M. G., & Yaffe, M. (2000). First-year students’ adjustment to university life as a function of relationships with parents. Journal of Adolescent Research, 15(1), 9–37. https://doi.org/10.1177%2F0743558400151002.
Yazon, A. D., Ang-Manaig, K., & Tesoro, J. F. B. (2018). Coping mechanism and academic performance among Filipino undergraduate students. KnE Social Science, 3(6), 30–42. https://doi.org/10.18502/kss.v3i6.2372.
Yusoff, M. (2010). Stress, stressors and coping strategies among secondary school students in a Malaysian government secondary school: Initial findings. ASEAN Journal of Psychiatry, 11(2), 1–15. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.385.2939&rep=rep1&type=pdf.
DOI: https://doi.org/10.21831/cp.v40i2.37155
Refbacks
- There are currently no refbacks.
Social Media:
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/cp/index.
