Analisis Kecemasan Akademis Melalui Self Efficacy dan Dukungan Sosial pada Siswa SMK Jurusan Akuntansi

Priyanti, Shabilla Yasmin; Mardi, Mardi; Fauzi, Achmad

doi:10.31004/edukatif.v3i3.440

Cited by 4 publications

(5 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The partial results of hypothesis testing show that social support negatively and significantly affects academic anxiety. The results of this study are the results of research conducted by Priyanti et al (2021). The results of this study concluded that social support has a significant negative effect on academic anxiety partially and simultaneously.…”

Section: The Effect Ofsupporting

confidence: 61%

The Effect of Academic Self-Concept, Academic Interest, Academic Expectations of Parents and Social Support on Academic Anxiety in Economic Education Students

Alvini,

Mardi,

Rida Prihatni

2023

MULTI RES LIT

View full text Add to dashboard Cite

Academic anxiety is a feeling triggered by a lack of confidence in one's ability to cope with academic tasks. Students have different backgrounds in lectures, leading to academic anxiety. To achieve their academic degree, undergraduate students must complete their final assignments properly. For students, the final assignment or thesis can cause anxiety because internal and external factors influence it. Using a quantitative approach to the survey method. This research aims to determine the effect of academic self-concept, academic interest, parents' academic expectations, and social support on academic anxiety in 2019 Economics Education students. The population in this study was students of the economics education study program, faculty of economics, Jakarta State University. One hundred eleven students and a total sample of 87 respondents. The sampling technique used proportional stratified random sampling with a significance level of 5%. The results of partial hypothesis testing show that the academic self-concept variable has a negative and significant effect on academic anxiety as evidenced by the tcount < ttable (-3.101 <1.66298), the academic interest variable has a negative and significant effect on academic anxiety is proven by the value of tcount < ttable (-2.339 < 1.66298), the variable of parents' academic expectations has a positive and significant effect on academic anxiety as evidenced by the value of tcount < ttable (0.690 < 1.66298 ), social support variable has a negative and significant effect on academic anxiety as evidenced by the value of tcount < ttable (-3.322 <1.66298) and simultaneous hypothesis testing shows that academic self-concept, academic interest, parents' academic expectations, and social support simultaneously influence academic anxiety as evidenced by the value of Fcount > Ftable (5.782 > 2.48). Based on the results of the study shows that there is a negative and significant influence between academic self-concept on academic anxiety. There is a negative and significant influence between academic interest and academic anxiety. The positive and significant influence between parents' academic expectations on academic anxiety. There is a negative and significant effect of social support on academic anxiety. And there is a simultaneous influence between academic self-concept, academic interest, parents' academic expectations, and social support on academic anxiety

show abstract

Section: The Effect Ofsupporting

confidence: 61%

The Effect of Academic Self-Concept, Academic Interest, Academic Expectations of Parents and Social Support on Academic Anxiety in Economic Education Students

Alvini,

Mardi,

Rida Prihatni

2023

MULTI RES LIT

View full text Add to dashboard Cite

show abstract

“…When a person is conscious and fully listens to his actions, he can reduce anxiety symptoms. It is because, in a state of full awareness, it is easier for a person to be aware of the condition of the body, manage emotions, and change perspectives on oneself (Lestari & Wulandari, 2021;Priyanti et al, 2021). In this study, subjects were asked to perform relaxation techniques to calm down, to be aware of their physiological responses, and what they were thinking that made them feel anxious.…”

Section: Discussionmentioning

confidence: 99%

“…Where the emotional state of students also has a role in determining student performance. Negative emotional conditions, including academic anxiety, can decrease student academic performance (Lestari & Wulandari, 2021;Priyanti et al, 2021). Academic anxiety is a mindset accompanied by disturbing physiological responses, which arise due to worry about the possibility of doing bad academic assignments (Azyz et al, 2022;Triana & Meiyutariningsih, 2021).…”

Section: Introductionmentioning

confidence: 99%

Efforts to Overcome Adolescent Academic Anxiety through Intervention Programs with a Cognitive-Behavioral Therapy Approach

Permatasari

Prasetyawati

2023

Bisma T Journal Conseling

View full text Add to dashboard Cite

Academic anxiety is an anxious response that arises due to a maladaptive mindset in doing academic assignments. Academic anxiety in adolescence that is not handled properly can interfere with students in the academic field and everyday life. Thus, interventions are needed to help students overcome their anxiety problems. This study aims to see the effectiveness of individual intervention programs with the CBT approach in dealing with academic anxiety in adolescent students. This research is a quasi-experimental study with a single-subject design. The subject is a 14-year-old female student. Data collection in the study was carried out using observation and interview methods, with research instruments in the form of observation guidelines. Measuring tools used are the Coping Questionnaire-Child and The Subjective Units of Distress/Discomfort Scale to measure the subject's perception of his ability to overcome anxiety and assess the level of anxiety experienced. Data were analyzed using visual inspection drawn from graphs. The results showed that individual intervention programs using the CBT approach effectively increased the ability of subjects with academic anxiety to overcome their anxiety.

show abstract

“…Peran efikasi diri sebagai covariat tidak lepas dari pengaruhnya terhadap kecemasan matematika siswa. Seperti yang diketahui pada beberapa penelitian, efikasi diri memiliki pengaruh terhadap kecemasan matematika ditunjukan dengan adanya korelasi atau korelasi Kausal dengan arah negatif (Akin & Kurbanoglu, 2011;Gazali, 2017;Priyanti et al, 2021;Siswanti & Djalal, 2018), padal level rendah, level sedang, dan level tinggi. Begitu juga hubungan efikasi diri terhadap sikap positif siswa pada matemtika, diketahui bahwa efikasi diri memiliki hubungan dengan sikap siswa pada matematika (Akin & Kurbanoglu, 2011;Paramitha & Ajisuksmo, 2021), dimana hubungan tersebut dapat bersifat negatif atau positif.…”

Section: Tabel 7 Pairwise Comparisonsunclassified

Analisis Komparasi Kecemasan dan Sikap Positif Pada Matematika di Sekolah Menengah Atas dan Kejuruan ditinjau dari Efikasi Diri Matematika Siswa

Susanto,

Retnawati,

Purnamasari

et al. 2023

Jurnal Pendidikan

View full text Add to dashboard Cite

Kecemasan matematika merupakan salah satu variabel afektif yang dapat mempengaruhi kinerja dan hasil belajar matematika. Selain itu, sikap positif siswa terhadap matematika juga sangat penting, karena dapat mengontrol adanya gejala kecemasan. Selanjutnya variabel efikasi diri matematika merupakan tingkat keyakinan individu terhadap kemampuan matematika siswa. Tujuan penulisan artikel ini yaitu (1) untuk mengetahui pengaruh dan besarnya pengaruh variabel sekolah terhadap kecemasan dan sikap positif siswa dengan mempertimbangkan efikasi diri sebagai covariat. (2) untuk menentukan perbedaan kecemasan dan sikap positif pada siswa siswa SMA dan SMK. Penelitian dilakukan dengan pendekatan expost-facto. Variabel bebas yang digunakan yaitu sekolah, variabel terikatnya adalah kecemasan matematika, dan sikap positif siswa terhadap matematika, dan variabel covariatnya adalah efikasi diri matematika siswa. Variabel terikat dan covariat diukur dengan menggunakan angket kecemasan, sikap dan efikasi diri. Banyaknya responden yang berpartisipasi yaitu 617 reponden dengan 318 siswa dari SMA dan 299 dari siswa SMK. Selanjutnya, data dianalisis dengan menggunakan MANCOVA. Hasil analisis menjukkan bahwa variabel sekolah dan efikasi diri secara bersama-sama berpengaruh terhdapat variabel kecemasan matematika dan sikap siswa terhadap matematika. selanjutnya rata-rata kecemasan pada siswa SMA lebih tinggi dibandingkan kecemasan siswa SMK. Sedangkan, Rata-rata sikap siswa SMA lebih tinggi dibandingkan dengan rata-rata sikap pada siswa SMK.

show abstract

Analisis Kecemasan Akademis Melalui Self Efficacy dan Dukungan Sosial pada Siswa SMK Jurusan Akuntansi

Cited by 4 publications

References 27 publications

The Effect of Academic Self-Concept, Academic Interest, Academic Expectations of Parents and Social Support on Academic Anxiety in Economic Education Students

The Effect of Academic Self-Concept, Academic Interest, Academic Expectations of Parents and Social Support on Academic Anxiety in Economic Education Students

Efforts to Overcome Adolescent Academic Anxiety through Intervention Programs with a Cognitive-Behavioral Therapy Approach

Analisis Komparasi Kecemasan dan Sikap Positif Pada Matematika di Sekolah Menengah Atas dan Kejuruan ditinjau dari Efikasi Diri Matematika Siswa

Contact Info

Product

Resources

About