Mediating Effect of Academic Self-Efficacy on the Relationship between Academic Stress and Academic Burnout in Chinese Adolescents

Jung, In-Kyung; Kim, Jung-Hyun; Ma, Yuanyuan; Seo, Chanran

doi:10.6115/ijhe.2015.16.2.63

Cited by 19 publications

(14 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is a consensus on the relationship between stress and academic burn-out. Many studies have shown that academic stress is negatively correlated with academic burn-out, and academic stress has a significant positive predictive effect on academic burn-out, that is, students with academic stress perception have higher academic burn-out [11][12][13][14]. In particular, academic pressure was considered to be a major source of stress for students in Asian countries [15].…”

Section: External Factorsmentioning

confidence: 99%

The External and Internal Factors of Academic Burnout

Lin¹,

Yang²

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

Academic burn-out is a common phenomenon among students. Because of the long-term academic pressure and burden, students feel exhausted, lose enthusiasm for their studies and activities, and hold a negative attitude towards learning. This study aimed to research academic burn-out and summarize the influencing factors of academic burn-out. The present study divides the influencing factors into external factors and internal factors. External factors include school factors (learning pressure, teaching environment, interpersonal relationship), family factors (parenting style, parental support, family economic status). Internal factors include personality, self-esteem, and attribution style. This paper combs the relationship between these factors and academic burn-out as well as some influencing mechanisms. In the field of academic burn-out, there is a complex correlation between various factors, and few studies have taken comprehensive consideration of internal and external factors and explored the influence mechanism of these factors indepth. In the future, studies in this field should be strengthened, and prevention and intervention methods should be worked out based on these influencing factors.

show abstract

Section: External Factorsmentioning

confidence: 99%

The External and Internal Factors of Academic Burnout

Lin¹,

Yang²

2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…Para peneliti telah mengusulkan bahwa derajat dan status stres akademik tidak ditampilkan secara seragam di semua mahasiswa tetapi cenderung ditentukan menurut perbedaan individu yang dapat disebut sebagai sumber daya pribadi (Jung, Kim, Ma, & Seo, 2015). Sumber daya pribadi adalah "kualitas yang mampu mempengaruhi efek stres pada kesehatan mental orang" (Jung, Kim, Ma, & Seo, 2015), di antara sumber daya pribadi, self-efficacy telah mendapat perhatian yang semakin meningkat dari para peneliti sebagai salah satu faktor individu yang efektif untuk mengatur efek stres akademik pada hasil stres (Jung, Kim, Ma, & Seo, 2015). Bandura (1997) menjelaskan self-efficacy merupakan keyakinan individu terkait kemampuannya dalam melakukan tugas atau tindakan yang diperlukan untuk mencapai hasil tertentu.…”

Section: Pendahuluanunclassified

Pengaruh Self-Efficacy terhadap Stres Akademik Mahasiswa dalam Pembelajaran Jarak Jauh Selama Pandemi Covid-19

Putri

Ariana

2021

BRPKM

View full text Add to dashboard Cite

Pembelajaran jarak jauh selama pandemi Covid-19 memiliki beberapa kelebihan dan kendala. Kendalakendala ini kemudian menjadi stressor yang menyebabkan stres akademik bagi mahasiswa sehingga diperlukan keyakinan-keyakinan (self-efficacy) dalam diri setiap individu agar mampu menghadapi dan menyelesaikan segala tuntutan-tuntutan tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh self-efficacy terhadap stres akademik mahasiswa dalam pembelajaran jarak jauh selama pandemi Covid-19. Penelitian ini dilakukan pada 252 mahasiswa di Indonesia dengan usia 18-21 tahun yang sedang melakukan pembelajaran jarak jauh selama pandemi Covid-19. Alat pengumpul data berupa kuesioner adaptasi Student-Life Stress Inventory dan General Self-efficacy (GSE). Analisis data dalam penelitian ini menggunakan teknik uji regresi linear sederhana. Hasil penelitian ini menunjukan bahwa self-efficacy berpengaruh terhadap stres akademik pada mahasiswa (R=0,169; p=0,000). Hal ini menandakan bahwa self-efficacy memiliki pengaruh yang signifikan terhadap stres akademik mahasiswa di Indonesia.

show abstract

“…In this regard, academic self-efficacy is proposed as the first predictor variable, which is the belief in one's own ability to successfully develop academic tasks and which has also shown to have an inverse relationship with depression and emotional exhaustion in previous studies ( Galicia-Moyeda et al, 2013 ; Janko and Smeds, 2019 ; Jenaabadi et al, 2017 ; Jung, 2015 ; Salanova et al, 2005 ; Smeds et al, 2020 ). Self-esteem, a subjective self-valuation tailored toward the rejection or acceptance of oneself, is a second predictor variable that has also been shown to have an inverse relationship with depression ( Dahlin et al, 2007 ; Lazarevich et al, 2013 ; Méndez et al, 2020 ; Talih et al, 2016 ) and emotional exhaustion, indicating that people with high self-esteem tend to perceive situations as less stressful ( Lledó et al, 2014 ).…”

Section: Introductionmentioning

confidence: 99%