The Role of Self-Efficacy on Academic Stress with Optimism as a Moderating Variable: Case Study in the Post-Covid-19 Higher Education Sector

Abstract

One of the obstacles of concern is academic stress because students' expectations still need to be achieved with the reality of the learning. This research aims to analyze the role of self-efficacy on academic stress and optimism. This research is a cross-sectional quantitative research with an ex post facto method. The sampling technique used was convenience sampling. Respondents totaled 113 people. Data collection method using questionnaires. The data collection instrument is a questionnaire sheet. The data analysis technique is inferential statistical analysis. The research results show no relationship between academic self-efficacy and optimism, nor is academic self-efficacy and optimism with academic stress. Regarding variable relationships with theoretical stress dimensions, academic self-efficacy is related to learning pressure and hopelessness. The research results also show that there is a significant influence of academic self-efficacy on academic stress, and optimism has a substantial impact on academic stress. There is a significant influence of both predictor variables on academic stress. The research results show that optimism cannot moderate academic self-efficacy and educational stress. This research helps improve post-COVID academic stress management.