Chasanah, Liya Rusy Diyan and -, Dr. Wiwien Dinar Pratisti, M.Si., Psi (2024) Hubungan Stres Akademik dan Self Regulated Learning dengan Flow Akademik pada Mahasiswa Praktikum Universitas Muhammadiyah Surakarta. Skripsi thesis, Universitas Muhammadiyah Surakarta.
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Abstract
Studying in collage for students is not without its obstacles. To get maximum results in academics, students must be able to enjoy and immerse themselves in their activities, which is called academic flow. Various factors can affect academic flow, such as academic stress and self-regulated learning. This study aims to examine the relationship between academic stress and self-regulated learning with academic flow in practicum students at Universitas Muhammadiyah Surakarta. The major hypothesis of the study is that there is a relationship between academic stress and self-regulated learning with academic flow in practicum students of Universitas Muhammadiyah Surakarta. The minor hypothesis is that there is a negative relationship between academic stress and academic flow in practicum students of Universitas Muhammadiyah Surakarta; there is a positive relationship between self-regulated learning and academic flow in practicum students of Universitas Muhammadiyah Surakarta. This research is a correlational quantitative research with a population of practicum students at Universitas Muhammadiyah Surakarta. The sampling technique used was non-probability sampling, accidental sampling, with a total sample of 250 students. Data collection using academic stress scale, self-regulated learning, and academic flow and data analysis using multiple regression. The results obtained (a) There is a relationship between academic stress and self-regulated learning with academic flow (p=0.000; p<0.05); (b) There is a negative relationship between academic stress and academic flow (r= -0.237, p=0.000); (c) There is a positive relationship between self-regulated learning and academic flow (r=0.462, p=0.000). The effective contribution given to academic flow is 29,1% with details of academic stress 6,6% and self-regulated learning 22,5%. The results of this study can be concluded that self-regulated learning has a greater effect than academic stress and means that there are still 70.9% other factors that affect academic flow in practicum students.
| Item Type: | Thesis (Skripsi) |
|---|---|
| Uncontrolled Keywords: | academic flow, practicum students, self-regulated learning, academic stress. |
| Subjects: | B Philosophy (General); Religion > BB Psychology |
| Divisions: | Fakultas Psikologi > Psikologi |
| Depositing User: | LIYA RUSY DIYAN CHASANAH |
| Date Deposited: | 27 May 2024 07:18 |
| Last Modified: | 28 May 2024 02:19 |
| URI: | http://eprints.ums.ac.id/id/eprint/124603 |
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