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Academic Resilience and Achievement Motivation in Students Who Experience Academic Stress

Educational Psychology Journal · Vol. 13 No. 1 (2025) · hlm. 33–43

DOI
10.15294/epj.v13i1.19143
ISSN
2987-5242, 2252-634X
Terbit
2025-01-01
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Students during lectures cannot be denied having academic demands and pressures. Kholidan amp; Alsa (2012) that the pressures and demands of lectures as a cause of stress or a source of student stressors. Another opinion states that one source of stress for students is the ambition to achieve and complete various academic tasks (Greenberg, 2004). The phenomenon of achievement motivation is often found among students, even though students need to maintain their level of academic motivation. Achievement motivation has an important role in achieving one's achievements. Achievement motivation is very important for individuals to be able to follow the learning process well (Nurazmi amp; Kurniawan, 2016). Resilience acts as a factor that influences achievement motivation (Mardiana et al., 2017). According to Connor amp; Davidson, students need certain abilities, one of which is resilience, an ability a person has to survive, overcome, and thrive in adversity (Yuliasih amp; Akmal, 2017). Students who have academic resilience are not easy to despair when experiencing academic difficulties. (Harahap et al., 2020). This quantitative research involved 201 UNNES Psychology students as samples taken using purposive sampling technique. The data of this study were obtained using the academic resilience scale (ARS-30) adapted by Kumalasari (2020), Motivated Strategies for Learning Questionaire Manual (MSLQM) adapted by Purwanto 2014, and Student-Life Stess Inventory (SLSI) adapted by Putra (2018). The results of the analysis obtained F of 86.218 with a significance level of 0.000 (p lt; 0.05), so that the hypothesis that reads there is a relationship between academic resilience and achievement motivation in students who experience academic stress is accepted.

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  • State University of Semarang
  • Sunan Kalijaga State Islamic University Yogyakarta
  • Walisongo State Islamic University
  • Takhar University
  • Trinity Evangelical Divinity School
  • Universitas PGRI Semarang
  • Muhammadiyah University of Surakarta
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Rekan penulisOrganisasiArtikel bersama
Sinta SaraswatiState University of Semarang2
Winarti WinartiSunan Kalijaga State Islamic University Yogyakarta1
Dyah Ayu RahmawatiState University of Semarang1
Lilis KurniawatiState University of Semarang1
Rohmatus NainiState University of Semarang1
Mungin Eddy WibowoState University of Semarang1
Mulawarman MulawarmanState University of Semarang1
Abdan Syakuro SugandiAfiliasi tidak diketahui1
Annisa Shofiana LatifahState University of Semarang1
Swiejti Magfira RegitaState University of Semarang1
Yeni Puspita SariAfiliasi tidak diketahui1
Ali MurtadhoWalisongo State Islamic University1
Hanina Yaumil FitriState University of Semarang1
SugiyoState University of Semarang1
Annisa Maulfi AmaliaState University of Semarang1
SunawanState University of Semarang1
Etty MutammimahState University of Semarang1
Khairuddin KhairkhahTakhar University1
Stuart V. GuildTrinity Evangelical Divinity School1
SunawanState University of Semarang1
Apriliyana Devi Ariani ArianiState University of Semarang1
Ernawati KhasanahState University of Semarang1
Imam TadjriState University of Semarang1
Mungin Eddi WibowoAfiliasi tidak diketahui1
Intan HerfidawatiUniversitas PGRI Semarang1
Umi HaryatiAfiliasi tidak diketahui1
Awalya AwalyaState University of Semarang1
Mulawarman MulawarmanState University of Semarang1
Fuja Septia NingrumState University of Semarang1
Sunawan SunawanState University of Semarang1
Muhammad JaparMuhammadiyah University of Surakarta1
Ade SuciptoState University of Semarang1
Agnieszka Iłendo-MilewskaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/epj/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Academic Resilience and Achievement Motivation in Students Who Experience Academic Stress</dc:title>
	<dc:creator xml:lang="en">Muhammad Nafitianto</dc:creator>
	<dc:creator xml:lang="en">Edy Purwanto</dc:creator>
	<dc:subject xml:lang="en">resilience academic, achievment motivation, academic stress, college students </dc:subject>
	<dc:description xml:lang="en">Students during lectures cannot be denied having academic demands and pressures. Kholidan amp; Alsa (2012) that the pressures and demands of lectures as a cause of stress or a source of student stressors. Another opinion states that one source of stress for students is the ambition to achieve and complete various academic tasks (Greenberg, 2004). The phenomenon of achievement motivation is often found among students, even though students need to maintain their level of academic motivation. Achievement motivation has an important role in achieving one's achievements. Achievement motivation is very important for individuals to be able to follow the learning process well (Nurazmi amp; Kurniawan, 2016). Resilience acts as a factor that influences achievement motivation (Mardiana et al., 2017). According to Connor amp; Davidson, students need certain abilities, one of which is resilience, an ability a person has to survive, overcome, and thrive in adversity (Yuliasih amp; Akmal, 2017). Students who have academic resilience are not easy to despair when experiencing academic difficulties. (Harahap et al., 2020).  This quantitative research involved 201 UNNES Psychology students as samples taken using purposive sampling technique. The data of this study were obtained using the academic resilience scale (ARS-30) adapted by Kumalasari (2020), Motivated Strategies for Learning Questionaire Manual (MSLQM) adapted by Purwanto 2014, and Student-Life Stess Inventory (SLSI) adapted by Putra (2018). The results of the analysis obtained F of 86.218 with a significance level of 0.000 (p lt; 0.05), so that the hypothesis that reads there is a relationship between academic resilience and achievement motivation in students who experience academic stress is accepted.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-01-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/epj/article/view/19143</dc:identifier>
	<dc:identifier>10.15294/epj.v13i1.19143</dc:identifier>
	<dc:source xml:lang="en">Educational Psychology Journal; Vol. 13 No. 1 (2024): July 2024; 33-43</dc:source>
	<dc:source>2987-5242</dc:source>
	<dc:source>2252-634X</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/epj/article/view/19143/2611</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Educational Psychology Journal</dc:rights>
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