HUBUNGAN ANTARA SELF-EFFICACY DAN STRES AKADEMIK PADA MAHASISWA PROGRAM STUDI PENDIDIKAN DOKTER YANG SEDANG MENYUSUN SKRIPSI DI FKIK UNIVERSITAS JAMBI

Abstract

The preparation of a thesis is one of the academic requirements that Writing a thesis is one of the academic demands that may lead to academic stress among university students. This condition is likely to be more pronounced among medical students because, in addition to completing their thesis, they also face a heavy academic workload and complex learning materials. If not managed properly, academic stress may hinder the thesis completion process. One factor presumed to be associated with academic stress is self-efficacy, which refers to an individual's belief in their ability to complete tasks and cope with academic challenges. This study aimed to examine the relationship between self-efficacy and academic stress among students who are currently writing their undergraduate thesis in the Medical Education Study Program, Faculty of Medicine and Health Sciences, Universitas Jambi. This study employed a quantitative approach with a correlational design. The participants were 48 students who were completing their thesis in the Medical Education Study Program, Faculty of Medicine and Health Sciences, Universitas Jambi, selected using a purposive sampling technique. The research instruments consisted of a self-efficacy scale adapted from Ulumiyah and Sulistiyaningsih (2025) and an academic stress scale developed by Mardhiyah and Falah (2024). Data were analyzed using the Pearson Product-Moment Correlation test with SPSS version 25.The findings revealed a significant negative correlation between self-efficacy and academic stress (r = -0.388, p = 0.007; p < 0.05). Descriptive analysis showed that both self-efficacy and academic stress levels among participants were in the moderate category. The study indicates that higher levels of self-efficacy are associated with lower academic stress among students during the thesis writing process. Conversely, lower self-efficacy is associated with higher academic stress. These findings highlight the importance of self-efficacy in managing academic stress in higher education settings.