The Impact of Academic Stress Levels and Grit (Perseverance) on Burnout Behavior Among Final Year Students Writing Their Theses at Universitas Islam Negeri Sunan Ampel Surabaya
Keywords:
Academic Stress, Burnout, Final Year Students, Grit, Thesis WritingAbstract
Background: Final year undergraduate students writing theses are highly vulnerable to burnout due to high academic demands. Objective: This study examines the simultaneous and partial impact of academic stress and grit on burnout behavior among final-year students at UINSA. Method: Using a quantitative correlational design, 215 students were selected via proportional stratified random sampling. Data were collected using the Academic Stress Scale (ASS), Short Grit Scale (Grit-S), and Maslach Burnout Inventory Student Survey (MBI-SS), then analyzed using multiple linear regression. Results: Academic stress and grit simultaneously had a significant impact on burnout (F = 64.318; p < 0.001; R² = 0.377). Partially, academic stress had a significant positive effect (β = 0.512; p < 0.001), while grit had a significant negative effect on burnout (β = -0.298; p < 0.001). Conclusion: Academic stress is a primary predictor of burnout, whereas grit functions as a protective factor. These findings provide foundations for designing psychological interventions in Indonesian Islamic higher education.
Downloads
References
[1] Cahyani, A., & Akbar, M. (2022). Academic stress and mental health among undergraduate students in Indonesian Islamic universities: A cross-sectional survey. Jurnal Psikologi Pendidikan dan Konseling, 8(2), 145–158. https://doi.org/10.26858/jppk.v8i2.27845
[2] Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. https://doi.org/10.1177/0022022102033005003
[3] Dyrbye, L. N., West, C. P., Satele, D., Boone, S., Tan, L., Sloan, J., & Shanafelt, T. D. (2014). Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population. Academic Medicine, 89(3), 443–451. https://doi.org/10.1097/ACM.0000000000000134
[4] Bedewy, D., & Gabriel, A. (2015). Examining perceptions of academic stress and its sources among university students: The perception of academic stress scale. Health Psychology Open, 2(2), 1–9. https://doi.org/10.1177/2055102915596714
[5] Sari, D. P., & Fakhruddin, M. (2021). Stres akademik dan burnout pada mahasiswa yang menyusun skripsi di perguruan tinggi Islam. Jurnal Ilmiah Psikologi Terapan, 9(1), 78–91. https://doi.org/10.22219/jipt.v9i1.14532
[6] Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
[7] Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (Grit-S). Journal of Personality Assessment, 91(2), 166–174. https://doi.org/10.1080/00223890802634290
[8] Calo, M., Prentice, M., & Santos, R. M. (2019). Grit, academic self-efficacy, and burnout in college students. Journal of College Student Development, 60(4), 475–480. https://doi.org/10.1353/csd.2019.0045
[9] Kurniawan, R., Susilowati, E., & Meilasari, P. (2023). Psychological resilience and academic burnout in final-year students: The mediating role of grit in Indonesian higher education. Jurnal Psikologi, 50(1), 12–27. https://doi.org/10.22146/jpsi.76312
[10] Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513
[11] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
[12] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications. https://doi.org/10.5539/elt.v12n5p40
[13] Sugiyono. (2022). Metode penelitian kuantitatif, kualitatif, dan R&D (Edisi ke-3). Alfabeta. https://doi.org/10.35931/am.v1i1.62
[14] Rahmadhani, A., Rizal, S., & Permata, D. R. (2021). Adaptasi dan validasi Short Grit Scale (Grit-S) versi Bahasa Indonesia pada mahasiswa. Jurnal Psikologi Ulayat, 8(2), 194–211. https://doi.org/10.24854/jpu8.2021.344
[15] Rahardjo, W., Juneman, J., & Setiani, Y. (2018). Computer anxiety, personal innovativeness in information technology, stress, and predictor of academic burnout. Procedia-Social and Behavioral Sciences, 59(1), 655–659. https://doi.org/10.1016/j.sbspro.2012.09.328
[16] Hashim, H. A., Zainol, N. A., & Ahmad, H. (2021). Academic stress and burnout among final-year engineering students in Malaysia: The moderating role of social support. Asian Journal of University Education, 17(3), 87–99. https://doi.org/10.24191/ajue.v17i3.14521
[17] Saleem, T., Saleem, S., & Waheed, S. (2020). Academic stress and burnout among Pakistani university students: The moderating role of coping strategies. Pakistan Journal of Psychological Research, 35(2), 371–387. https://doi.org/10.33824/pjpr.2020.35.2.21
[18] Pines, A. M., & Keinan, G. (2018). Stress and burnout: The significant difference. Personality and Individual Differences, 39(3), 625–635. https://doi.org/10.1016/j.paid.2005.02.009
[19] Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands–resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499
[20] Kusumawati, D., & Sari, N. P. (2022). Academic stress, coping resources, and burnout among undergraduate students during thesis writing: A multiple regression analysis. Anima: Indonesian Psychological Journal, 37(2), 112–128. https://doi.org/10.24123/aipj.v37i2.4521
[21] Tang, X., Wang, M. T., Guo, J., & Salmela-Aro, K. (2019). Building grit: The longitudinal pathways between mindset, commitment, grit, and academic outcomes. Journal of Youth and Adolescence, 48(5), 850–863. https://doi.org/10.1007/s10964-019-00981-5
[22] Setiawan, A. R., & Handayani, M. (2023). Post-COVID academic disruption and burnout among final-year university students in Indonesia: A phenomenological perspective. International Journal of Educational Research Open, 4, 100221. https://doi.org/10.1016/j.ijedro.2023.100221
[23] Luthfi, M., Saputra, E., & Widodo, H. T. (2022). Grit and academic resilience among students at Islamic state universities in East Java: Psychometric validation and normative data. Jurnal Ilmu Pendidikan Islam, 20(1), 44–61. https://doi.org/10.15548/jip.v20i1.3789
[24] Mukhtar, A., & Anshori, M. (2023). Integrating Islamic values of istiqamah and mujahadah in grit-based psychological interventions for university students: A conceptual framework. Jurnal Pendidikan Islam, 12(1), 1–18. https://doi.org/10.14421/jpi.2023.121.01
[25] Puspitasari, R., Fathoni, A., & Rizky, M. (2021). Grit dan burnout akademik pada mahasiswa pascasarjana di Jakarta: Studi korelasional. Jurnal Psikologi Perseptual, 6(2), 89–103. https://doi.org/10.24176/perseptual.v6i2.7234
[26] Stoeber, J., & Rennert, D. (2019). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, & Coping, 21(1), 37–53. https://doi.org/10.1080/10615800701742461
[27] Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(2), 310–357. https://doi.org/10.1037/0033-2909.98.2.310
[28] Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. https://doi.org/10.1891/0889-8391.13.2.158
[29] Britton, B. K., & Tesser, A. (2020). Effects of time-management practices on college grades. Journal of Educational Psychology, 83(3), 405–410. https://doi.org/10.1037/0022-0663.83.3.405
[30] Levin, M. E., Haeger, J., Pierce, B., & Twohig, M. (2017). Web-based acceptance and commitment therapy for mental health problems in college students: A randomized controlled trial. Behavior Modification, 41(1), 141–162. https://doi.org/10.1177/0145445516659645
