Regulasi Diri Dan Stres Akademik Pada Santri Pondok Pesantren Attaqwa Putra
DOI:
https://doi.org/10.31599/z5hb9m55Keywords:
Academic stress, Educational psychology, students, Islamic boarding school, Self-regulationAbstract
The educational environment of Islamic boarding schools places students under multiple concurrent demands, encompassing both academic responsibilities and religious obligations. The accumulation of these demands may generate psychological strain, which is often manifested as academic stress. Among the individual factors presumed to exert a protective influence against such conditions, self-regulation has received considerable attention. This study was conducted to examine the association between self-regulation and academic stress among students of Attaqwa Putra Islamic Boarding School. A quantitative approach with a correlational design was employed. The study involved 266 students selected through a cluster random sampling technique. Data were obtained using self-regulation and academic stress scales and subsequently analyzed using the Pearson Product Moment correlation test. The findings revealed a statistically significant negative relationship between self-regulation and academic stress (r = -0.416; p < 0.001). This result suggests that stronger self-regulatory capacity tends to coincide with lower levels of academic stress experienced by students. Accordingly, self-regulation may be regarded as a psychological resource that facilitates effective adaptation to the academic and religious demands inherent in boarding school life. Therefore, efforts aimed at strengthening self-regulatory competencies may serve as both preventive and promotive measures to reduce the likelihood of academic stress among Islamic boarding school students.
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