THE EFFECT OF ACADEMIC SELF-CONCEPT, ACADEMIC INTEREST, ACADEMIC EXPECTATIONS OF PARENTS AND SOCIAL SUPPORT ON ACADEMIC ANXIETY IN ECONOMIC EDUCATION STUDENTS

Talisya  Alvini; Mardi Mardi; Rida Prihatni

doi:10.53067/ijomral.v2i2.100

Authors

Talisya Alvini Universitas Negeri Jakarta
Mardi Mardi Universitas Negeri Jakarta
Rida Prihatni State University of Jakarta

DOI:

https://doi.org/10.53067/ijomral.v2i2.100

Keywords:

Academic Anxiety, Social Support, Academic Expectations of Parents, Academic Interest, Academic Self-Concept

Abstract

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 t_count < t_table (-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 t_count < t_table (-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 F_count > F_table (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

Downloads

Download data is not yet available.

References

Agustiani, P., & Savira, S. I. (2022). Perbedaan kecemasan akademik ditinjau dari angkatan masuk pada mahasiswa di masa pandemi covid-19. Jurnal Penelitian, 9(3).

Amseke, F. V., Daik, M. A., & Liu, D. A. L. (2021). Dukungan Sosial Orang Tua, Konsep Diri Dan Motivasi Berprestasi Mahasiswa Di Masa Pandemi Covid 19. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 5(1), 241. https://doi.org/10.24912/jmishumsen.v5i1.9957.2021

Asrifa, N. D., Nurmala, M. D., & Prabowo, A. S. (2021). Hubungan Dukungan Orang Tua Dengan Kecemasan Pada Mahasiswa Yang Sedang Menyusun Skripsi Nurul. Al-Shifa: Jurnal Bimbingan Konseling Islam, 2(1), 39–51.

Chan, Y. Y., & Li, J. Bin. (2020). An early look at parental expectation towards early childhood education among Pakistani parents in Hong Kong: The role of culture and acculturation. Children and Youth Services Review, 119, 105652. https://doi.org/10.1016/j.childyouth.2020.105652

Dewi, D. L. K., & Muslikah, M. (2021). Hubungan Coping Stres Dan Dukungan Sosial Dengan Stres Akademik Pada Pembelajaran Jarak Jauh. Counsenesia Indonesian Journal Of Guidance and Counseling, 2(02), 121–129. https://doi.org/10.36728/cijgc.v2i02.1534

Gogol, K., Brunner, M., Martin, R., Preckel, F., & Goetz, T. (2017). Affect and motivation within and between school subjects: Development and validation of an integrative structural model of academic self-concept, interest, and anxiety. Contemporary Educational Psychology, 49, 46–65. https://doi.org/10.1016/j.cedpsych.2016.11.003

Jin, Y. X., & Dewaele, J. M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. The system, 74, 149–157. https://doi.org/10.1016/j.system.2018.01.002

Kartika, D. (2020). Faktor–Faktor Kecemasan Akademik Selama Pembelajaran Daring Pada Siswa SMA di Kabupaten Sarolangun. Jurnal Pendidikan Tambusai, 4(3), 3544–3549.

Lee, J., & Durksen, T. L. (2018). The dimensions of academic interest among undergraduate students are passion, confidence, aspiration and self-expression. Educational Psychology, 38(2), 120–138. https://doi.org/10.1080/01443410.2017.1342770

Manik, R., Radjah, C. L., & Triyono. (2017). Rendahnya Konsep Diri Akademik Siswa SMP. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(4), 494–502.

Muhid, A., & Mukarromah, A. (2018). Pengaruh Harapan Orang Tua dan Self-Efficacy Akademik terhadap Kecenderungan Fear of Failure pada Siswa: Analisis Perbandingan antara Siswa Kelas Unggulan dan Siswa Kelas Reguler. Jurnal Darussalam: Jurnal Pendidikan, Komunikasi Dan Pemikiran Hukum Islam, 10(1), 31. https://doi.org/10.30739/darussalam.v10i1.266

Perera, H. N., & Digiacomo, M. (2015). The role of trait emotional intelligence in academic performance during the university transition : An integrative mediation model via social support, coping, and adjustment. PERSONALITY AND INDIVIDUAL DIFFERENCES, 83, 208–213. https://doi.org/10.1016/j.paid.2015.04.001

Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99(June 2019), 101506. https://doi.org/10.1016/j.ijer.2019.101506

Priyanti, S. Y., Mardi, M., & Fauzi, A. (2021). Analisis kecemasan Akademis melalui self efficacy dan dukungan sosial pada siswa SMK Jurusan Akuntansi. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 758–769.

Rahmawaty, P., & Zulkiflli. (2021). Kecemasan pada Mahasiswa Tingkat Akhir dalam Mencari Peluang Kerja di Masa Pandemi Covid-19 di Kota Balikpapan. SNITT-Pioliteknik Negeri Balikpapan, 5(43), 305–312. https://jurnal.poltekba.ac.id/index.php/prosiding/article/view/1380

Samiroh, & Zidni Immawan, M. (2016). Hubungan Antara Konsep Diri Akademik dan Perilaku Menyontek pada Siswa- Siswi MAS Simbangkulon Buaran Pekalongan. Psikis: Jurnal Psikologi Islami, 1(2), 67–77.

von Keyserlingk, L., Becker, M., & Jansen, M. (2019). Academic self-concept during the transition to upper secondary school. Contemporary Educational Psychology, 56(January), 152–160. https://doi.org/10.1016/j.cedpsych.2019.01.001

Yuniarti, S., Setyowani, N., & Sunawan. (2018). Minat Dan Efikasi Diri Dengan Prokrastinasi Akademik Pada Mata Pelajaran Matematika. Indonesian Journal of Guidance and Counseling, 7(4), 31–38. http://journal.unnes.ac.id/sju/index.php/jbk

Zhang, D., & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104(May), 101648. https://doi.org/10.1016/j.ijer.2020.101648