How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable
Online learning systems are currently the primary approach to delivering information and facilitating learning for postgraduate students, replacing traditional in-person methods in many contexts. To succeed academically in this environment, students must adapt to these systems, a process heavily inf...
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| Format: | Article |
| Language: | English |
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Universitas Islam Negeri Walisongo Semarang, Faculty of Psychology and Health
2024-11-01
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| Series: | Psikohumaniora: Jurnal Penelitian Psikologi |
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| Online Access: | https://journal.walisongo.ac.id/index.php/Psikohumaniora/article/view/22692 |
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| author | Muh Daud Dian Novita Siswanti Dwi Yan Nugraha Edwin Adrianta Surijah |
| author_facet | Muh Daud Dian Novita Siswanti Dwi Yan Nugraha Edwin Adrianta Surijah |
| author_sort | Muh Daud |
| collection | DOAJ |
| description | Online learning systems are currently the primary approach to delivering information and facilitating learning for postgraduate students, replacing traditional in-person methods in many contexts. To succeed academically in this environment, students must adapt to these systems, a process heavily influenced by personal attributes such as grit and self-efficacy. These factors play a crucial role in helping students navigate the unique challenges of online learning, including increased workloads and technological demands. This study examines the role of academic self-efficacy in mediating the influence of grit and moderating the influence of academic stress on academic achievement. The study approach is quantitative, employing a simple random sampling technique with data collection through a online questionnaire. The data analysis methods include descriptive statistical analysis, Pearson correlation, and structural equation modeling (SEM). The participants were 382 Master’s students, consisting of 131 men (34.3%) and 251 women (65.7%), with an age range of 22-28 years. Most participants belonged to the Makassar ethnic group (33.0%), with the remaining 67.0% comprising individuals from various other ethnic groups, both within and outside South Sulawesi. The results show an average academic self-efficacy score of 3.36 (SD = 1.08). The findings indicate that academic self-efficacy functions as a perfect mediator in the effect of grit on academic achievement (β= .130; t = 6.366 > 1.96) and as a moderator in the effect of academic stress on academic achievement (β = .027; t = 5.850 > 1.96). Therefore, academic self-efficacy is a major psychological resource that drives academic performance, with the structural model explaining 72.4% of the variability in academic achievement. The study implications support the development of a theoretical model as a basis for implementing programs to improve academic self-efficacy and support students’ academic performance in an online environment. |
| format | Article |
| id | doaj-art-a53cb76ee7fc4ac38b04bde531be34a6 |
| institution | OA Journals |
| issn | 2502-9363 2527-7456 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | Universitas Islam Negeri Walisongo Semarang, Faculty of Psychology and Health |
| record_format | Article |
| series | Psikohumaniora: Jurnal Penelitian Psikologi |
| spelling | doaj-art-a53cb76ee7fc4ac38b04bde531be34a62025-08-20T02:28:50ZengUniversitas Islam Negeri Walisongo Semarang, Faculty of Psychology and HealthPsikohumaniora: Jurnal Penelitian Psikologi2502-93632527-74562024-11-019223325210.21580/pjpp.v9i2.2269218922How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variableMuh Daud0https://orcid.org/0000-0003-1311-9871Dian Novita Siswanti1https://orcid.org/0009-0009-4207-4503Dwi Yan Nugraha2https://orcid.org/0000-0002-5086-1090Edwin Adrianta Surijah3https://orcid.org/0000-0003-2332-529XDepartment of Psychology, Faculty of Psychology, Universitas Negeri Makassar, MakassarDepartment of Psychology, Faculty of Psychology, Universitas Negeri Makassar, MakassarMaster of Psychology, Faculty of Psychology, Universitas Gadjah Mada, YogyakartaJawun Research Centre, Central Queensland University, QueenslandOnline learning systems are currently the primary approach to delivering information and facilitating learning for postgraduate students, replacing traditional in-person methods in many contexts. To succeed academically in this environment, students must adapt to these systems, a process heavily influenced by personal attributes such as grit and self-efficacy. These factors play a crucial role in helping students navigate the unique challenges of online learning, including increased workloads and technological demands. This study examines the role of academic self-efficacy in mediating the influence of grit and moderating the influence of academic stress on academic achievement. The study approach is quantitative, employing a simple random sampling technique with data collection through a online questionnaire. The data analysis methods include descriptive statistical analysis, Pearson correlation, and structural equation modeling (SEM). The participants were 382 Master’s students, consisting of 131 men (34.3%) and 251 women (65.7%), with an age range of 22-28 years. Most participants belonged to the Makassar ethnic group (33.0%), with the remaining 67.0% comprising individuals from various other ethnic groups, both within and outside South Sulawesi. The results show an average academic self-efficacy score of 3.36 (SD = 1.08). The findings indicate that academic self-efficacy functions as a perfect mediator in the effect of grit on academic achievement (β= .130; t = 6.366 > 1.96) and as a moderator in the effect of academic stress on academic achievement (β = .027; t = 5.850 > 1.96). Therefore, academic self-efficacy is a major psychological resource that drives academic performance, with the structural model explaining 72.4% of the variability in academic achievement. The study implications support the development of a theoretical model as a basis for implementing programs to improve academic self-efficacy and support students’ academic performance in an online environment.https://journal.walisongo.ac.id/index.php/Psikohumaniora/article/view/22692academic performanceacademic self-efficacyacademic stressgritonline learning |
| spellingShingle | Muh Daud Dian Novita Siswanti Dwi Yan Nugraha Edwin Adrianta Surijah How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable Psikohumaniora: Jurnal Penelitian Psikologi academic performance academic self-efficacy academic stress grit online learning |
| title | How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable |
| title_full | How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable |
| title_fullStr | How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable |
| title_full_unstemmed | How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable |
| title_short | How do grit and academic stress influence academic performance? The role of academic self-efficacy as a mediator and moderator variable |
| title_sort | how do grit and academic stress influence academic performance the role of academic self efficacy as a mediator and moderator variable |
| topic | academic performance academic self-efficacy academic stress grit online learning |
| url | https://journal.walisongo.ac.id/index.php/Psikohumaniora/article/view/22692 |
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