Hubungan Efikasi Diri Terhadap Efikasi Diri Pada Taruna Akademi X
DOI:
https://doi.org/10.23969/jp.v11i2.55433Keywords:
self-efficacy, academic stress, cadets, military educationAbstract
Academic stress is one of the psychological problems frequently experienced by students and military cadets due to high academic demands. One factor that may help reduce academic stress is self-efficacy. This study aimed to examine the relationship between self-efficacy and academic stress among cadets at Academy X. This research employed a quantitative approach with a correlational design. The participants consisted of 390 first-, second-, and third-year cadets selected through stratified sampling. The instruments used were the General Self-Efficacy Scale (GSES) to measure self-efficacy and the Educational Stress Scale for Adolescents (ESSA) to assess academic stress. The validity test indicated that all items on both instruments were valid, while the reliability test showed Cronbach's Alpha coefficients of 0.894 for self-efficacy and 0.837 for academic stress. The normality test revealed that the data were not normally distributed; therefore, hypothesis testing was conducted using Spearman's rho correlation analysis. The results demonstrated a significant negative relationship between self-efficacy and academic stress (r = -0.371; p < 0.001). The coefficient of determination was 13.8%, indicating that self-efficacy contributed 13.8% to academic stress, while the remaining 86.2% was influenced by other factors not examined in this study. These findings suggest that higher levels of self-efficacy are associated with lower levels of academic stress among cadets. Therefore, self-efficacy can serve as a protective factor in helping cadets cope with academic demands within a military education environment.
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