MASTERY GOAL ORIENTATIONAND SELF-EFFICACY AS PREDICTORS OF ACADEMIC STRESS IN HIGH SCHOOL STUDENTS
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Academic stress is a common problem experienced by high school students due to the high demands of learning and the pressures of the school environment. Various factors such as excessive workload, time pressure, suboptimal mastery goal orientation, and low self-efficacy contribute to worsening academic stress levels. This condition can impact mental health, learning motivation, academic achievement, and even social relationships. This study aims to determine whether mastery goal orientation and self-efficacy can predict academic stress in high school students in Yogyakarta. The study employed a quantitative approach with a survey. The population comprised 390 high school students in Yogyakarta Province. The sample was drawn using a convenience sampling technique. The instruments used included the Educational Stress Scale for Adolescents (ESSA), the Achievement Goal Questionnaire–Revised (AGQ-R), and the Self-Efficacy Scale. All three instruments were tested for validity and reliability, and were found to be in the good category. Data were analyzed using multiple linear regression analysis. The results of this study indicate that mastery goal orientation and self-efficacy simultaneously play a significant role as predictors of academic stress, although the results tend to be weak and the resulting effects contradict the referenced theory. Partially, both also have a significant influence on academic stress, but in different directions. These findings emphasize the importance of strengthening students' learning orientation and self-efficacy in reducing academic stress. This study provides theoretical and practical contributions to academic stress intervention efforts among high school students.
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