THE INFLUENCE OF ACADEMIC STRESS ON THE SUBJECTIVE WELL-BEING OF FINAL SEMESTER STUDENTS WITH THESIS
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Abstract
Students are individuals who have the responsibility of writing a thesis to earn a bachelor's degree. In completing the thesis, academic stress can occurs. Academic stress may interfere with subjective well-being, which is an individual's evaluation of a student's psychological well-being. The purpose of this research was to know the influence of academic stress on the subjective well-being of final semester students with thesis. Participants amounted to 386 students aged 20-22 years old who were preparing a thesis. This type of research is quantitative correlational non-experimental. Sun et al. (2011) constructed Educational Stress Scale for Adolescents (ESSA), with 16 items and a Cronbach Alpha of 0.848 to measures academic stress. Diener et al. (1985), constructed Positive and Negative Affect Schedule (PANAS), with 44 items and a Cronbach Alpha of 0.934, and the Satisfaction With Life Scale (SWLS), with 5 items and a Cronbach Alpha of 0.797 to measure subjective well-being. The correlational results showed p -0.427, p = 0.000 < 0.05, meaning that there was a negative relationship between the two variables, which means high academic stress, low subjective well-being, and vice versa. The regression results showed F = 85.820, p = 0.000 < 0.05. The correlation value (R) is 0.427 and (R2) is 0.183, meaning that the influence of academic stress on subjective well-being is 18.3%, while the remaining 81.7% is influenced by other factors.
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