HUBUNGAN SUBJECTIVE WELL-BEINGDENGAN STRES AKADEMIK PADA MAHASISWA MAGISTER
Abstract Views:
499 times
PDF - FULL TEXT Downloads:
1285 times
Keywords:
life satisfaction, negative affect, positive affect, academic stress
Abstract
This research aims to know the relationshipbetween subjective well-beingwith academic stress.The dimensions of subjective well-being are positive affect, negative affect, and life satisfaction.Participants of this research were43 postgraduate studentsusing purposive sampling and snowball sampling methods. The scales used were Educational Stress Scale for Adolescents (ESSA), Scale of Positive and Negative Experience (SPANE), andSatisfaction With Life Scale (SWLS).Data was analysed using SPSS 22 and Pearson correlations. Results showthere are negative correlations between life satisfaction with academic stress(r = -0,427, p = 0,004)and betweenpositive affect with academicstress(r = -0,406, p = 0,007).These results means higher levels of life satisfaction and positive affect correlated with lower levelsof academic stress.This research also find negative affect and academic stress are positively correlated (r = 0,498, p = 0,001), which meanshigher levels of negative affect correlated with higher levels of academic stress. It is advised to build a good social relationship to help students coping with stress.
Downloads
Download data is not yet available.
References
Baqutayan, S. (2011). Stress and Social Support.Indian Journal of Psychological Medicine,33(1), 35-40.
Baqutayan, S. M. (2015). Stress and Coping Mechanisms: A Historical Overview.Mediterranean Journal of Social Sciences.
Busari, A. O. (2012). Identifying Difference in Perceptions of Academic Stress and Reaction to Stressors Based on Gender among First Year University Students.International Journal of Humanities and Social Science,2(14), 138-146.
Chen, F. F., Jing, Y., Hayes, A., & Lee, J. M. (2012). Two Concepts or Two Approaches? A Bifactor Analysis of Psychological and Subjective Well-Being.
De Neve, J.-E., Diener, E., Tay, L., & Xuereb, C. (2013) The objective benefits ofsubjective well-being. In Helliwell, J., Layard, R., & Sachs, J., eds. World Happiness Report 2013. New York: UN Sustainable Development Solutions Network.
Diener, E., & Biswas-Diener, R. (2003). Findings on Subjective Well-Being and Their Implications for Empowerment.
Diener, E., & Pavot, W. (1993). Review of the Satisfaction With Life Scale.Psychological Assessment,5(2), 164-172.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale.Journal of Personality Assessment,49, 71-75.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi. D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266.
Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T. T., Loan, K. X., & Dixon, J. (2010). The Influence of Educational Pressure on The Mental Health of Adolescents in East Asia: Methods and Tools For Research.Journal of Science,(61).
Glännström, M. (2009).A cross-cultural study on the relationship between academic stress, social anxiety and subjective well-being. Tesis, Örebro University, Swedia.
Hamama, L., Ronen, T., Shachar, K., & Rosenbaum, M. (2012). Links Between Stress, Positive and Negative Affect, and Life Satisfaction Among Teachers in Special Education Schools.Journal of Happiness Studies,14, 731-751.
Kadapatti, M. G., & Vijayalaxmi, A. H. M. (2012). Stressors of Academic Stress-A Study on Pre-University Students.Indian Journal of Scientific Research,3(1), 171-175.
Karlsen, E., Dybdahl, R., & Vittersø, J. (2006). The possible benefits of difficulty: How stress can increase and decrease subjective well-being.Scandinavian Journal of Psychology,47(5), 411-417.
Keputusan Bersama AP2TPI Nomor : 03/Kep/Ap2TPI/2013 dengan Himpunan Psikologi Indonesia Nomor : 003/PP-Himpsi/IV/13 tentang Kurikulum Program Studi Psikologi Profesi. Bandung
Nevid, J. S., Rathus, S. A., & Greene, B. (2013).Abnormal psychology in a changing world(9th ed.). Pearson.
Seaward, B. L. (2017).Managing stress: principles and strategies for health and well being. Burlington, MA: Jones & Bartlett Learning.
Semmer, N. K., Elfering, A., Jacobshagen, N., Parrot, T., Beehr, T. A., & Boos, N. (2008). The Emotional Meaning of Instrumental Social Support.International Journal of Stress Management,15(3), 235-251.
Singh, K., & Jha, S. D. (2008). Positive and Negative Affect, and Grit as predictors of Happiness and Life Satisfaction.Journal of the Indian Academy of Applied Psychology,34, 40-45.
Soukiazis, E., & Ramos, S. (2015). The Structure of Subjective Well-Being and Its Determinants: A Micro-Data Study for Portugal.Social Indicators Research,126(3), 1375-1399.
Stead, R., Shanahan, M. J., & Neufeld, R. W. (2010). ‘‘I’ll go to therapy, eventually”: Procrastination, stress and mental health.Personality and Individual Differences 49,175-180.
Toussaint, L., Shields, G. S., Dorn, G., & Slavich, G. M. (2014). Effects of lifetime stress exposure on mental and physical health in young adulthood: How stress degrades and forgiveness protects health.Journal of Health Psychology,21(6), 1004-1014.
Uğurlu, O. (2013). The Mediator Effects of Positive and Negative Affectivity on the Relationship between Optimism-Pessimism and Satisfaction with Life.H.U. Journal of Education,28(2), 497-504.
Wichers, M., Jacobs, N., Derom, C., Thiery, E., & Os, J. V. (2007). Depression: Too Much Negative Affect or Too Little Positive Affect?Twin Research and Human Genetics,10, 19-20.
Yumba, W. (2008).Academic Stress: A Case of the Undergraduate students. Skripsi, Linköping, Swedia.
Zhong, L. F. (2009). Academic stress and subjective well-being: The moderating effects of perceived social support.
Baqutayan, S. M. (2015). Stress and Coping Mechanisms: A Historical Overview.Mediterranean Journal of Social Sciences.
Busari, A. O. (2012). Identifying Difference in Perceptions of Academic Stress and Reaction to Stressors Based on Gender among First Year University Students.International Journal of Humanities and Social Science,2(14), 138-146.
Chen, F. F., Jing, Y., Hayes, A., & Lee, J. M. (2012). Two Concepts or Two Approaches? A Bifactor Analysis of Psychological and Subjective Well-Being.
De Neve, J.-E., Diener, E., Tay, L., & Xuereb, C. (2013) The objective benefits ofsubjective well-being. In Helliwell, J., Layard, R., & Sachs, J., eds. World Happiness Report 2013. New York: UN Sustainable Development Solutions Network.
Diener, E., & Biswas-Diener, R. (2003). Findings on Subjective Well-Being and Their Implications for Empowerment.
Diener, E., & Pavot, W. (1993). Review of the Satisfaction With Life Scale.Psychological Assessment,5(2), 164-172.
Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The Satisfaction with Life Scale.Journal of Personality Assessment,49, 71-75.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi. D., Oishi, S., & Biswas-Diener, R. (2009). New measures of well-being: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266.
Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T. T., Loan, K. X., & Dixon, J. (2010). The Influence of Educational Pressure on The Mental Health of Adolescents in East Asia: Methods and Tools For Research.Journal of Science,(61).
Glännström, M. (2009).A cross-cultural study on the relationship between academic stress, social anxiety and subjective well-being. Tesis, Örebro University, Swedia.
Hamama, L., Ronen, T., Shachar, K., & Rosenbaum, M. (2012). Links Between Stress, Positive and Negative Affect, and Life Satisfaction Among Teachers in Special Education Schools.Journal of Happiness Studies,14, 731-751.
Kadapatti, M. G., & Vijayalaxmi, A. H. M. (2012). Stressors of Academic Stress-A Study on Pre-University Students.Indian Journal of Scientific Research,3(1), 171-175.
Karlsen, E., Dybdahl, R., & Vittersø, J. (2006). The possible benefits of difficulty: How stress can increase and decrease subjective well-being.Scandinavian Journal of Psychology,47(5), 411-417.
Keputusan Bersama AP2TPI Nomor : 03/Kep/Ap2TPI/2013 dengan Himpunan Psikologi Indonesia Nomor : 003/PP-Himpsi/IV/13 tentang Kurikulum Program Studi Psikologi Profesi. Bandung
Nevid, J. S., Rathus, S. A., & Greene, B. (2013).Abnormal psychology in a changing world(9th ed.). Pearson.
Seaward, B. L. (2017).Managing stress: principles and strategies for health and well being. Burlington, MA: Jones & Bartlett Learning.
Semmer, N. K., Elfering, A., Jacobshagen, N., Parrot, T., Beehr, T. A., & Boos, N. (2008). The Emotional Meaning of Instrumental Social Support.International Journal of Stress Management,15(3), 235-251.
Singh, K., & Jha, S. D. (2008). Positive and Negative Affect, and Grit as predictors of Happiness and Life Satisfaction.Journal of the Indian Academy of Applied Psychology,34, 40-45.
Soukiazis, E., & Ramos, S. (2015). The Structure of Subjective Well-Being and Its Determinants: A Micro-Data Study for Portugal.Social Indicators Research,126(3), 1375-1399.
Stead, R., Shanahan, M. J., & Neufeld, R. W. (2010). ‘‘I’ll go to therapy, eventually”: Procrastination, stress and mental health.Personality and Individual Differences 49,175-180.
Toussaint, L., Shields, G. S., Dorn, G., & Slavich, G. M. (2014). Effects of lifetime stress exposure on mental and physical health in young adulthood: How stress degrades and forgiveness protects health.Journal of Health Psychology,21(6), 1004-1014.
Uğurlu, O. (2013). The Mediator Effects of Positive and Negative Affectivity on the Relationship between Optimism-Pessimism and Satisfaction with Life.H.U. Journal of Education,28(2), 497-504.
Wichers, M., Jacobs, N., Derom, C., Thiery, E., & Os, J. V. (2007). Depression: Too Much Negative Affect or Too Little Positive Affect?Twin Research and Human Genetics,10, 19-20.
Yumba, W. (2008).Academic Stress: A Case of the Undergraduate students. Skripsi, Linköping, Swedia.
Zhong, L. F. (2009). Academic stress and subjective well-being: The moderating effects of perceived social support.
Published
2018-03-01
Section
Bidang Psikologi (ED)
- Articles published in CALYPTRA are licensed under a Creative Commons Attribution-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided you give appropriate credit to the original author(s) and the journal, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
- Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to CALYPTRA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
- By publishing in CALYPTRA, authors grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-ShareAlike 4.0 International license.
