Hubungan antara Academic Buoyancy dengan Psychological well-being pada Mahasiswa
DOI:
https://doi.org/10.26740/cjpp.v13n01.p316-324Kata Kunci:
Academic Buoyancy, Psychological Well-being, MahasiswaAbstrak
Mahasiswa dalam kehidupan perkuliahan dihadapkan pada berbagai tuntutan dan tantangan akademik sehari-hari, seperti beban tugas, tekanan evaluasi, dan tuntutan pencapaian prestasi, yang dapat memengaruhi kemampuan bertahan serta kesejahteraan psikologis. Kondisi tersebut menuntut mahasiswa untuk memiliki kemampuan adaptif agar mampu menghadapi kesulitan akademik secara efektif. Penelitian ini bertujuan untuk mengetahui hubungan antara academic buoyancy dan psychological well-being pada mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Subjek penelitian dipilih menggunakan teknik simple random sampling. Pengumpulan data dilakukan melalui penyebaran skala academic buoyancy dan psychological well-being, kemudian data dianalisis menggunakan uji korelasi Spearman. Hasil penelitian menunjukkan bahwa tingkat academic buoyancy dan psychological well-being mahasiswa berada pada kategori sedang. Selain itu, hasil analisis menunjukkan adanya hubungan positif dan signifikan antara academic buoyancy dan psychological well-being dengan nilai koefisien korelasi sebesar 0,553. Temuan ini mengindikasikan bahwa mahasiswa yang memiliki kemampuan lebih baik dalam bertahan dan bangkit dari kesulitan akademik sehari-hari cenderung memiliki kesejahteraan psikologis yang lebih baik. Simpulan penelitian ini menegaskan bahwa academic buoyancy memiliki peran penting dalam mendukung kesejahteraan psikologis mahasiswa, sehingga penguatan academic buoyancy dapat dipertimbangkan sebagai salah satu upaya dalam meningkatkan kesejahteraan psikologis di lingkungan pendidikan tinggi.
Abstract
University students are exposed to various everyday academic demands, including heavy coursework, evaluation pressure, and performance expectations, which may influence their capacity to cope and maintain psychological well-being. Such conditions highlight the importance of adaptive psychological resources that enable students to manage routine academic difficulties effectively. This study aimed to examine the relationship between academic buoyancy and psychological well-being among undergraduate students. A quantitative correlational design was employed, with participants selected using a simple random sampling technique. Data were collected through standardized academic buoyancy and psychological well-being scales and analyzed using Spearman’s correlation test. The results showed that both academic buoyancy and psychological well-being were generally at a moderate level. Furthermore, the analysis revealed a positive and statistically significant relationship between academic buoyancy and psychological well-being (r = 0.553). This finding indicates that students who are more capable of persisting and recovering from everyday academic setbacks tend to demonstrate higher levels of psychological well-being. In conclusion, academic buoyancy constitutes an important psychological resource that contributes to students’ well-being, suggesting that efforts to foster academic buoyancy may play a meaningful role in supporting psychological well-being within higher education contexts.
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Referensi
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