The Influence of Time Management, Self-Efficacy and Social Support on Academic Stress of Final-Year Students in Surakarta

Abstract

Final-year students are vulnerable to academic stress due to the demands of completing their theses and other academic obligations. This study aims to analyze the relationship between time management, self-efficacy, social support, and academic stress among final-year students in Surakarta. This quantitative study used primary data collected through questionnaires from 100 final-year undergraduate students working on their theses at universities in Surakarta. The respondents were selected using quota sampling, with 20 respondents from each of five universities. Data were analyzed using validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, F-test, and the coefficient of determination (R²). The results showed that time management was positively and significantly associated with academic stress (B = 0.329; p = 0.019), self-efficacy was positively and significantly associated with academic stress (B = 0.499; p = 0.002), and social support was negatively and significantly associated with academic stress (B = -0.324; p = 0.008). Simultaneously, the three variables were significantly associated with academic stress (F = 14.234; p < 0.001). The adjusted R² of 0.286 indicates that the model explains 28.6% of the variation in academic stress.