PERAN AGREEABLENESS, CONSCIENTIOUSNESS DAN NEUROTICISM TERHADAP STRES AKADEMIK DIMEDIASI REGULASI DIRI DALAM BELAJAR: STUDI SISWA SMA KELAS KHUSUS OLAHRAGA YOGYAKARTA
SATRIANI BR MANALU, Dra. Sri Kusrohmaniah, M.Si., Ph.D., Psikolog
2024 | Tesis | S2 Magister Profesi Psikologi
Siswa Kelas Khusus Olahraga (KKO) mengalami tantangan dalam mengatasi tekanan akademik sembari mengikuti pembinaan olahraga. Penelitian ini ingin mengeksplorasi peranan karakteristik pribadi yaitu agreeableness, conscientiousness, dan neuroticism memprediksi stres akademik dan peran regulasi diri sebagai mediator dalam hubungan tersebut. Dengan menggunakan metode survei (non-eksperimental), alat ukur psikologis diberikan kepada 310 siswa SMA KKO usia 16-18 tahun di Yogyakarta. Alat ukur yang digunakan adalah skala regulasi diri dalam belajar (SRSS), skala kepribadian big five (IPIP-BFM-25), dan skala stres akademik (ESSA). Hasil penelitian menunjukkan regulasi diri dalam belajar tidak signifikan memediasi agreeableness, conscientiousness, dan neuroticism terhadap stres akademik siswa KKO. Conscientiousness berperan negatif terhadap stres akademik, neuroticism berperan positif terhadap stres akademik sementara agreeableness tidak signifikan memprediksi stres akademik. Temuan ini memberikan wawasan tentang dinamika karakteristik individu, regulasi diri dalam belajar dan stres akademik pada siswa SMA KKO, sehingga membantu sekolah dalam merancang intervensi terkait permasalahan akademik dan kesejahteraan siswa.
Students in the Special Sports Class (KKO) often face challenges in managing academic stress while undergoing sports training. This study aims to examine how personal characteristics—specifically agreeableness, conscientiousness, and neuroticism—predict academic stress, with self-regulated learning serving as a potential mediator. Surveys were administered to 310 KKO high school students in Yogyakarta, using the IPIP-BFM-25 for personality traits, the SRSS for self-regulated learning, and the ESSA for academic stress. The results indicated that self-regulated learning did not significantly mediate the relationship between agreeableness, conscientiousness, and neuroticism to academic stress. However, neuroticism was positively correlated with academic stress, while conscientiousness was negatively correlated with academic stress and positively correlated with self-regulated learning. These findings shed light on the complex dynamics between personal characteristics, self-regulated learning, and academic stress among KKO students, suggesting tailored interventions to improve their academic performance and well-being
Kata Kunci : Agreeableness, Conscientiousness, Neuroticism, Regulasi diri dalam Belajar, Siswa KKO, Stres Akademik