PENGARUH STRES AKADEMIK TERHADAP SCHOOL SATISFACTION YANG DIMEDIASI OLEH SELF REGULATED LEARNING PADA SISWA SMA KOTA BANDUNG - Fanny Rafikasari, - (2021)
Penelitian ini bertujuan untuk mengettahui apakah self regulated learning berperan sebagai mediator dalam hubungan stres akademik terhadap school satisfaction pada siswa sma kota bandung. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif. Teknik sampling yang digunakan adalah convenience sampling.Sebanyak 317 partisipan mengisi kuesioner Educational Stress Scale for Adolescents (ESSA) dan Self-Regulated of Learning Self-Report Scale (SRL-SRS) yang diterjemahkan kedalam bahasa indonesia, dan alat ukur kepuasan hidup terhadap sekolah (school satisfaction) yang dikembangkan dari aspek-aspek kepuasan sekolah yang digunakan oleh huebner. Analisis data menggunakan analisis regresi linear dan analisis regresi berganda. Hasil penelitian ini menunjukkan bahwa self regulated learning bukan variabel mediator dalam hubungan stres akademik terhadap kepuasan terhadap sekolah, melainkan sebagai variabel prediktor yang berdiri sendiri terhadap kepuasan siswa terhadap sekolah dan terdapat pengaruh signifikan stres akademik dan self regulated learning terhadap kepuasan terhadap sekolah. This study aims to determine whether self-regulated learning acts as a mediator in the relationship of academic stress to school satisfaction among high school students in Bandung City. The research used a quantitative approach. The sampling technique used convenience sampling. A total of 317 participants filled out the Educational Stress Scale for Adolescents (ESSA) and Self-Regulated of Learning Self-Report Scale (SRL-SRS) questionnaires which were translated into Indonesian, and a measuring tool for school life satisfaction ( school satisfaction) which is developed from the aspects of school satisfaction used by Huebner. Data analysis used linear regression analysis and multiple regression analysis. The results of this study indicate that self-regulated learning is not a mediator variable in the relationship of academic stress to school satisfaction, but as an independent predictor variable on student satisfaction with school and there is a significant effect of academic stress and self regulated learning on satisfaction with school.