The Effect of Self-Efficacy, Academic Stress, and Academic Fatigue on Students' Learning Outcomes

Firman Firman; Robi Hendra; Ragil Prastian; Fidhiya Marlan Utami; Budi Setiawan

doi:10.20961/ijpte.v9i1.94522

The Effect of Self-Efficacy, Academic Stress, and Academic Fatigue on Students' Learning Outcomes

Firman Firman, Robi Hendra, Ragil Prastian, Fidhiya Marlan Utami, Budi Setiawan

Abstract

This study investigates the influence of self-efficacy, academic stress, and academic fatigue on the learning outcomes of students at the University of Jambi. Using a quantitative survey method, data were collected via an online questionnaire distributed to 200 randomly selected students from various faculties. The results indicate that self-efficacy positively affects learning outcomes, while academic stress and academic fatigue have negative effects. The structural model shows significant relationships between academic burnout and learning outcomes (β = 0.698, p < 0.001), academic stress and learning outcomes (β = 0.167, p < 0.001), and self-efficacy and academic stress (β = 0.300, p < 0.001). These findings suggest that students with higher self-efficacy are more capable of managing their time, seeking assistance, and maintaining a positive approach to their studies—skills that help them cope with academic pressures and reduce stress. The study underscores the importance of developing interventions to enhance self-efficacy and reduce academic stress and fatigue, such as psychological counseling, stress management programs, and academic support services. These efforts are essential for improving student performance and well-being. The findings are expected to inform the development of educational programs and student welfare policies at the University of Jambi through strategic institutional planning and policy refinement.

Keywords

Self-efficacy; Academic Stress; Academic Fatigue; Learning Outcomes; Higher Education

Full Text:

PDF

rticle

References

Adler, R. F., & Benbunan-Fich, R. (2012). Juggling on a high wire: Multitasking effects on performance. International Journal of Human-Computer Studies, 70(2), 156-168. https://doi.org/10.1016/j.ijhcs.2011.10.003

Almarzouki, A. F. (2024). Stress, working memory, and academic performance: a neuroscience perspective. Stress, 27(1). https://doi.org/10.1080/10253890.2024.2364333

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037//0033-295x.84.2.191

Beck, R. (1995). Cognitive-Behavior Therapy: Basic and Beyond (2nd ed). New York: The Guilford Press. https://doi.org/10.1017/s135246581200094x

Beck, R., & Judith S. (1998). Cognitive Behavioral Therapy in the Treatment Inc. 95 Church Street, White Plains, N.Y. 106001. https://doi.org/10.1037/e533342012-001

Branon, L., Updegraff, J. A., & Feist, J. (2018). Health psychology: An introduction to behavior and health. Cengage Learning. https://doi.org/10.1002/food.19900340332

Cage, E.; & McManemy, E. (2022). Burnt Out and Dropping Out: A Comparison of the Experiences of Autistic and Non-autistic Students During the COVID-19 Pandemic. Front. Psychol, 12, 792945. https://doi.org/10.3389/fpsyg.2021.792945

Cohen, Jacob. (1988). Statistical Power Analysis for the Behavioral Sciences, 2nd ed. Hillsdale: Erlbaum. https://doi.org/10.2307/2290095

Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study. https://doi.org/10.4135/9781529624915

Endler, N. S., & Parker, J. D. A. (1990). Multidimensional Coping Inventory [dataset]. In PsycTESTS Dataset. American Psychological Association (APA). https://doi.org/10.1037/t02377-000

Folkman, S., & Lazarus, R. S. (1985). Stress Questionnaire [dataset]. In PsycTESTS Dataset. American Psychological Association (APA). https://doi.org/10.1037/t06129-000

Fornell, Claes, and David F. Larcker. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research 18: 39–50. https://doi.org/10.1177/002224378101800104

Furr, S. R., McConnell, G. N., Westefeld, J. S., & Jenkins, J. M. (2001). Suicide and depression among college students: A decade later. Professional Psychology: Research and Practice, 32(1). https://doi.org/10.1037/0735-7028.32.1.97

Gao, X. Academic stress and academic burnout in adolescents: a moderated mediating model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1133706

Geisser, S. (1975). The predictive sample reuse method with applications. Journal of the American Statistical Association. 70, 350, 320-328. https://doi.org/10.1080/01621459.1975.10479865

Guo, J., Liu, Y., Chen, Y., Chai, G., & Zhao, X. (2022). Psychological support for public-funded normal students engaged in teaching profession. Front. Psychol, 13, 940431. https://doi.org/10.3389/fpsyg.2022.940431

Hair, Joseph F., G. Tomas M. Hult, Christian Ringle, and Marko Sarstedt. 2017. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 2nd ed. Los Angeles: SAGE. https://doi.org/10.1080/10705511.2022.2108813

Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43, 115-135. https://doi.org/10.1007/s11747-014-0403-8

Henseler, Jörg, Christian M. Ringle, and Rudolf R. Sinkovics. 2009. The Use of Partial Least Squares Path Modeling in International Marketing. Advances in International Marketing 20: 277–319. https://doi.org/10.1108/s1474-7979(2009)0000020014

Kanfer, F. H. (1986). Implications of a self-regulation model of therapy for treatment of addictive behaviors. In Treating addictive behaviors: Processes of change (pp. 29-47). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4613-2191-0_2

Kariv, D., & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Student Journal, 39(1). https://doi.org/10.58809/iqud5542

Kljajic, K., Schellenberg, B. J. I., & Gaudreau, P. (2022). Why do students procrastinate more in some courses than in others and what happens next? Expanding the multilevel perspective on procrastination. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.786249

Lazarus, R.S & Folkman, S., (1984). Stress, appraisal, and coping. New York: Springer. https://doi.org/10.1037/t06129-000

Leese, M. (2010). Bridging the gap: Supporting student transitions into higher education. Journal of Further and Higher Education, 34(2), 239-251. http://dx.doi.org/10.1080/03098771003695494

Liu, Sen, Felix T. S. Chanb, Junai Yang, and Ben Niu (2018). Understanding the effect of cloud computing on organizational agility: An empirical examination. International Journal of Information Management 43: 98–111. https://doi.org/10.1016/j.ijinfomgt.2018.07.010

Masten, J., & Strzelczyk, J. (2001). Journal of Cardiovascular Risk, 81(6), 678–682. https://doi.org/10.1097/00043798-200112000-00018

May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42. https://doi.org/10.1016/j.lindif.2015.07.015

Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1). https://doi.org/10.1037/1072-5245.11.2.132

Mulaudzi, C. I. (2023). Challenges faced by first-year university students: navigating the transition to higher education. Journal of Education and Human Development, 12(2), 79- 87. https://doi.org/10.15640/jehd.v12n2a8

Novariandhini, D. A., & Latifah, M. (2012). Self-Esteem, Self-Efficacy, Learning Motivation, and Academic Achievement of High School Students in Various Learning Models. In Journal of Family and Consumer Sciences (Vol. 5, Issue 2, pp. 138–146). https://doi.org/10.24156/jikk.2012.5.2.138

Qin, L., Lu, J., Zhou, Y., Wijaya, T. T., Huang, Y., & Fauziddin, M. (2022). Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach. Sustainability, 14(20), 13416. https://doi.org/10.3390/su142013416.

Ringle, Christian M., Dirceu Da Silva, and Diógenes De Souza Bido. 2014. Modelagem de equações estruturais com utilização do smartpls. Revista Brasileira de Marketing 13: 56–73.

Salanova, M. (2009). Organizaciones saludables, organizaciones resilentes. Gestión Practica de Riesgos Laborales, 58. https://doi.org/10.1158/0008-5472.SABCS12-S5-3

Sarstedt, M., Ringle, C. M., & Hair, J. F. (2017). Treating unobserved heterogeneity in PLS-SEM: A multi-method approach. Partial least squares path modeling: Basic concepts, methodological issues and applications, 197-217. https://doi.org/10.1007/978-3-319-64069-3_9

Selye, H. (1974). Stress without distress. In Psychopathology of human adaptation (pp. 137-146). Boston, MA: Springer US. https://doi.org/10.1007/978-1-4684-2238-2_9

Sugiyono. 2018. Quantitative Research Methods. Bandung: Alfabeta. https://doi.org/10.5040/9781350188884.0009

Suharsono, Y., & Anwar, Z. (2020). Stress analysis and self-adjustment in students. Online Journal of Psychology, 8(1), 1–12. https://scholar.archive.org/work/ezhxwhdesngsfidave57s7oige/access/wayback/http://ejournal.umm.ac.id

Syafi'i, A., Marfiyanto, T., & Rodiyah, S. K. (2018). The study of student learning achievement in various aspects and influencing factors. Journal of Educational Communication, 2(2), 115-123. https://doi.org/10.32585/jkp.v2i2.114.

Thompson, M., Pawson, C., & Evans, B. (2021). Navigating entry into higher education: the transition to independent learning and living. Journal of Further and Higher Education, 45(10), 1398–1410. https://doi.org/10.1080/0309877X.2021.1933400

Ursin, H., & Eriksen, H. R. (2004). The cognitive activation theory of stress. Psychoneuroendocrinology, 29(5), 567–592. https://doi.org/10.1016/s0306-4530(03)00091-x

Wang, L. & Chen, C.J. (2025). Factors affecting student academic performance: A systematic review. International Journal on Studies in Education (IJonSE), 7(1), 1-47. https://doi.org/10.46328/ijonse.276

Wang, X.-C., Zhang, M., & Wang, J.-X. (2024). The Effect of University Students’ Academic Self-Efficacy on Academic Burnout: The Chain Mediating Role of Intrinsic Motivation and Learning Engagement. Journal of Psychoeducational Assessment, 42(7), 798-812. https://doi.org/10.1177/07342829241252863

Yerkes-Dodson Law. (n.d.). SpringerReference. https://doi.org/10.1007/springerreference_184066

DOI: https://doi.org/10.20961/ijpte.v9i1.94522

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Pedagogy and Teacher Education

Print ISSN: 2597-7792
Online ISSN: 2549-8525
Website: https://jurnal.uns.ac.id/ijpte/index
Email: ijpte@mail.uns.ac.id
Published by: Faculty of Teacher Training and Education, Universitas Sebelas Maret
Ir. Sutami Street, No. 36A, Surakarta, Jawa Tengah Indonesia

Username
Password
Remember me