Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

DOI: 10.17977/um001v9i12024p55-67
ISSN 2503-3417 (online) | ISSN 2548-4311 (print)

Determinant Factors of Academic Stress: A

Study of First-Year University Students in
Indonesia
Ade Herdian Putra, Zadrian Ardi*

Universitas Negeri Padang, Prof. Dr. Hamka St., Padang, West Sumatera, 25132, Indonesia
*Corresponding author, e-mail: zadrian@fip.unp.ac.id

Article history Abstract

Received: 4 September 2023 Academic stress can reduce academic performance in first-year university students.
Revised: 28 September 2023 Based on theoretical studies and previous research, three factors are predicted to
Accepted: 5 October 2023 influence academic stress: academic self-efficacy, life satisfaction, and happiness.
This study analyzes the correlation of academic self-efficacy, life satisfaction, and
Keywords happiness with first-year university students' academic stress. This research uses a
quantitative approach with correlational methods and path analysis. The
Academic stress
participants in this research were 720 first-year university students in Indonesia. The
First-year students
research instruments used were the Academic Self-Efficacy Scale, Life Satisfaction
University Scale, Happiness Scale, and Academic Stress Scale. Research data was collected
online and then analyzed using the partial-least squares-structural equation model
(PLS-SEM) technique. The results of this study show that life satisfaction and
happiness are negatively and significantly correlated with first-year university
students' academic stress. Furthermore, this research shows that happiness is the
most determinant factor for academic stress, so it acts as a mediator in the
correlation of academic self-efficacy and life satisfaction with first-year university
students' academic stress. These three factors must be considered to reduce first-
year university students' academic stress.

How to cite: Putra, A. H., & Adi, Z. (2024). Determinant Factors of Academic Stress: A Study of First-Year University Students
in Indonesia. Jurnal Kajian Bimbingan dan Konseling, 9(1), 55–67. doi: 10.17977/um001v9i12024p55-67

1. Introduction
In Indonesia, university is the level of formal education after high school. The academic system
in university is different from the academic system at previous levels of education. These differences
exist in the curriculum, academic administration, and learning patterns (Balzer, 2020; Hadiyanto et
al., 2021). The university academic system is designed so students can think creatively, think
innovatively, and have skills appropriate to current developments (Damanik, 2020; Handayani et al.,
2021; Pabbajah et al., 2020). Apart from that, in the current era of digital technology, the academic
system of universities in Indonesia has adapted to developments in digital technology (Akbari &
Pratomo, 2022; Awaludin et al., 2022; Widjaja, 2023). Almost all university learning activities use
digital platforms (Sayaf et al., 2022; Sousa et al., 2022). Therefore, first-year university students need
to adapt to the current academic system of the university.

The ability of first-year university students to adapt to the university academic system is a factor
that determines student success in learning (Neviyarni et al., 2018). Therefore, first-year university
students must adapt well to the university academic system (Gilmour & Wehby, 2020; Hamza et al.,
2021; van Rooij et al., 2018). The inability of first-year university students to adapt to the university
academic system can cause academic stress (Putra & Ahmad, 2020).

Academic stress is a person's physical and psychological condition with negative symptoms
caused by academic stressors (Barker et al., 2018; Mishra, 2018). Academic stressors come from
study pressure, task load, worries about grades, hope for yourself, hopeless (Ardi, 2021; Ardi et al.,
2022). First-year university students who have a low ability to control academic stressors can

© author(s)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

55
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

experience psychological conditions that are not conducive, so they are prone to experiencing
academic stress (Putra & Ahmad, 2020).

Throughout 2022-2023, we surveyed the academic stress conditions of 500 first-year university
students in Indonesia. The survey results showed that 196 people (39.20%) experienced high-
category stress, 230 people (46.00%) experienced medium-category stress, and 74 people (14.80%)
experienced low-category stress. However, not all stress levels can cause academic problems in first-
year university students (Willroth et al., 2020). Low-category academic stress can be useful for
increasing students' readiness to meet academic demands (Händel et al., 2022; Martin et al., 2020).
Academic stress that causes academic problems in first-year university students is moderate to high
category academic stress. Medium to high academic stress experienced by first-year university
students can result in low academic performance, low learning outcomes, physical health problems,
anxiety disorders, low subjective well-being, and behavioral disorders (Ang & Huan, 2006; Sun et al.,
2011).

Academic stress in first-year university students can be influenced by happiness, academic self-
efficacy, and life satisfaction (Freire et al., 2020; Karaman et al., 2019; Moksness et al., 2019). Among
these three factors, happiness is predicted as a determinant factor of academic stress (Capone et al.,
2020; Caso et al., 2020). In addition, happiness is also predicted to mediate the effect of academic
self-efficacy and life satisfaction on academic stress (Tan et al., 2019). This is because happiness is
also positively correlated with these two factors. Happiness is a condition of a person with positive
and grateful feelings as a result of an affective evaluation of his life (Barraza Macías, 2020; Muyan-
Yılık & Bakalım, 2022; Portocarrero et al., 2020; Quoidbach et al., 2019). Happiness can influence
academic stress because positive feelings can reduce negative physical and psychological reactions
caused by academic stressors. First-year university students with high levels of happiness tend to
avoid academic stress. This is also proven by Vintilă (2021) research, which found that happiness
significantly affects academic stress.

Academic self-efficacy is also predicted to influence first-year university students' academic

stress (Kristensen et al., 2023; Trigueros et al., 2020; Wong & Yuen, 2023). Academic self-efficacy is
a person's belief in his ability to meet academic demands. Three indicators characterize students
with high academic self-efficacy. First, students believe in their ability to learn even at a high difficulty
level (Putra & Ahmad, 2020). Second, students strongly believe in their learning ability (Perera &
Priyanath, 2022). Third, students believe in their ability to learn even in difficult situations (Erlina et
al., 2019). Low academic self-efficacy will make first-year university students avoid assignments, put
less effort into completing things, and give up easily. This condition will increase negative physical
and psychological reactions to sources of stress (Warsito, 2012; You, 2018). This is proven by
research by Arsland (2017), which found that someone with low academic self-efficacy is vulnerable
to experiencing academic stress. Subsequent research was conducted by Freire et al. (2020), who
found that academic self-efficacy is an important variable influencing first-year university students'
academic stress.

Life satisfaction can also influence academic stress (Bohman et al., 2023; Ho et al., 2022). Life
satisfaction is a cognitive component of subjective well-being, which refers to a person's level of
satisfaction with his life (Jebb et al., 2020; Sewaybricker & Massola, 2022). There are four indicators
of someone with a high level of life satisfaction: being satisfied with life's achievements, satisfied with
current life, not regretting anything that has happened, and optimistic about the future (Margolis et
al., 2019). Low levels of life satisfaction make someone judge their life as unworthy, making them
vulnerable to stress. First-year university students who are dissatisfied with their lives also have the
potential to experience academic stress. This is proven by Karaman et al. (2019) research regarding
predictors of student academic stress. The results of this study indicate that life satisfaction is a
variable that significantly affects academic stress in university students.

Based on theoretical studies and previous research results, seven research hypotheses (H) can
be developed, namely:

56
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

H1: Academic self-efficacy has a positive and significant correlation with the happiness of first-
year university students

H2: Life satisfaction has a positive and significant correlation with the happiness of first-year
university students

H3: Happiness has a negative and significant correlation with first-year university students’
academic stress

H4: Academic self-efficacy is negatively and significantly correlated with first-year university
students’ academic stress

H5: Life satisfaction is negatively and significantly correlated with first-year university students’
academic stress

H6: Academic self-efficacy has a negative and significant correlation with the academic stress of
first-year university students, with happiness acting as a mediator

H7: Life satisfaction has a negative and significant correlation with the academic stress of first-
year university students, with happiness acting as a mediator

This article explains the correlation of academic self-efficacy, life satisfaction, and happiness
with first-year university students’ academic stress. In addition, this article aims to explain happiness
as a mediator in the correlation of academic self-efficacy and life satisfaction with academic stress in
first-year university students. The novelty of this study is to separate life satisfaction and happiness
as two components that build subjective well-being. We also want to identify the correlation between
life satisfaction and happiness of first-year university students. Apart from that, happiness as a
mediator also adds novelty value to this research. Recent research by Denovan and Macaskill (2017)
describes the relationship between subjective well-being and student stress in the United Kingdom.
However, our research will study the correlation of academic self-efficacy, life satisfaction, and
happiness with the academic stress of first-year university students in Indonesia. Furthermore, this
research was urgent to find the determinants of first-year university students’ academic stress. The
results of this study will also be used to develop counseling and psychotherapy approaches for
reducing academic stress for first-year university students.

2. Method
2.1. Research Design
This research uses a quantitative approach with correlational methods and path analysis. The
correlational method analyzes the relationship between variables (Creswell, 2014; Seeram, 2019).
Next, path analysis is used to analyze direct effects, indirect effects, and the total effect of independent
variables on the dependent variable (Ghozali & Latan, 2015). The dependent variable in this research
is academic stress, while the independent variables are academic self-efficacy, life satisfaction, and
happiness. Besides that, happiness is predicted as a mediator variable in the correlation of academic
self-efficacy and life satisfaction with academic stress.

2.2. Research Participant

The participants in this study were first-year university students in Indonesia. 720 Indonesian
first-year university students participated as respondents in this research. The demographics of the
research participants can be seen in Table 1.

Table 1. Demographics of Research Participants

Frequency Percentage
Gender
Male 304 42.22
Female 416 57.78
Tipe of University

57
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

Frequency Percentage
State-owned University 422 58.61
Private University 298 41.39
The average length of study per day
< 3 hours 54 7.5
3-5 hours 79 10.97
5-7 hours 396 55.00
> 8 hours 191 26.53
Source of income
From Parents 562 78.05
Own Revenues 37 5.14
Scholarship 103 14.31
Other 18 2.5
Cost of Living per Month (IDR)
< 1,000,000 19 2.64
1,000,000 – 2,000,000 376 52.23
2,000,000 – 3,000,000 302 41.94
> 3,000,000 23 3.19

2.3. Research Instrument

The instruments used in this study were the Academic Self-Efficacy Scale, the Life Satisfaction
Scale, the Happiness Scale, and the Academic Stress Scale. The Academic Self-Efficacy Scale is used to
measure the academic self-efficacy level of first-year students. The Life Satisfaction Scale measures
the life satisfaction level of first-year university students. The Happiness Scale measures the
happiness level of first-year university students. The Academic Stress Scale measures the academic
stress level of first-year university students. Making research instruments begins with exploring the
literature related to research variables. Next, we discuss the concept of each research variable. Each
research variable is translated into several indicators. These variable indicators are used as the basis
for making research instrument items. In general, the research instruments can be seen in Table 2.

Table 2. Outline of Research Instruments

Instrument Variable Factor/Indicator Number of Reference
items
Academic Self- Academic Self- Students believe in their ability 34 Erlina et al., 2019;
Efficacy Scale Efficacy to learn even at a high difficulty Perera & Priyanath,
level 2022
Students strongly believe in
their learning ability
Students believe in their ability
to learn even in difficult
situations
Happiness Scale Happiness Positive feelings 12 Diener et al., 2009;
Gratitude Portocarrero et al.,
2020
Life Satisfaction Life Satisfied with life achievements 11 Margolis et al., 2019
Scale Satisfaction Satisfied with current living
conditions
Do not regret something that
has happened
Optimistic about the future
Academic Stress Academic Study Pressure 21 Ardi, 2021; Ardi et
Scale Stress Task Load al., 2022
Worries about value
Hope for yourself
Hopeless

The Academic Self-Efficacy, Life Satisfaction, and Happiness Scale use four alternative answers.
The answer "Strongly Agree" is given a score of 4, the answer "Agree" is given a score of 3, the answer
"Disagree" is given a score of 2, and the answer "Strongly Disagree" is given a score of 1. Furthermore,

58
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

the Academic Stress Scale also uses four alternative answers. The answer "Always" is given a score
of 4, the answer "Often" is given a score of 3, the answer "Rarely" is given a score of 2, and the answer
"Never" is given a score of 1. Then, the validity and reliability of the research instruments were tested
using Confirmatory Factor Analysis (CFA). The standard value used to test the validity is the average
value of the loading factor. An instrument can be considered valid if it has an Average Loading Factor
Value above 0.7 (Hair et al., 2021). Then, to determine the instrument's reliability, we used the
standard Cronbach's Alpha Value (CAV). Reliable instruments have CAVs of more than 0.6 (Hair et al.,
2021). The results of testing the validity and reliability of the instrument can be seen in Table 3.

Table 3. Validity and Reliability Test Results of Research Instruments

Instrument Average Loading Factor Cronbach's Alpha Value (CAV)
Academic Self-Efficacy Scale .893 .897
Life Satisfaction Scale .850 .895
Happiness Scale .871 .731
Academic Stress Scale .891 .936

Based on the CFA calculation results, all the Average Loading Factor Values for the research
instruments were above 0.7, meaning that all research instruments were valid in measuring the
variables to be studied. Furthermore, based on the calculations, all instruments had CAVs above 0.6,
meaning all research instruments were reliable in measuring research variables.

2.4. Data Collection and Data Analysis

Data was collected through an online survey of first-year university students in Indonesia.
Research data were analyzed using the partial least squares-structural equation model (PLS-SEM).
This research has two stages: outer model evaluation and inner evaluation. Then, each variable was
coded in the data analysis: Academic Self-Efficacy = ASE, Life Satisfaction = LS, Happiness = Hp, and
Academic Stress = AS.

3. Results
3.1. Outer Model
Outer model evaluation aims to analyze the validity and reliability of the model (Hair & Alamer,
2022). The validity test evaluated the research variables' convergent and discriminant validity (Hair
et al., 2021). Furthermore, the reliability test was carried out by calculating CAv and the composite
reliability value of each research variable (Ghozali & Latan, 2015). The results of the evaluation of
the outer research model can be seen in Table 3.

Figure 1. Outer Evaluation of the Research Model

59
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

3.1.1. Convergent Validity

The convergent validity test evaluates the relationship between variable indicators and their
constructs. An indicator can be valid in measuring its construct if it has a loading factor value above
0.7 (Hair et al., 2021). The results of the convergent validity test can be seen in Table 4.

Table 4. Convergent Validity Test Results

Variable Indicator/Factor Loading Factor AVE Information
Academic Self-Efficacy ASE1 .888 .802 Valid
ASE3 .974 Valid
ASE3 .819 Valid
Happiness Hp1 .893 .760 Valid
Hp2 .882 Valid
Life Satisfaction LS1 .819 .788 Valid
LS2 .889 Valid
LS3 .863 Valid
LS4 .915 Valid
Academic Stress AS1 .914 .802 Valid
AS2 .749 Valid
AS3 .873 Valid
AS4 .960 Valid
AS5 .963 Valid

Based on Table 4, it can be seen that all variable indicators have loading factor values above 0.7.
This means that each indicator can be valid in measuring its construct so that it can be continued for
hypothesis testing.

3.1.2. Discriminant Validity

The discriminant validity test aims to evaluate the differentiability of the concepts of each
variable. The criteria used to test discriminant validity are the Fornell-Lacker criteria. A variable can
have good discriminant validity if it has a Fornell-Lacker value that is greater and different from the
Fornell-Lacker value of other variables (Afthanorhan et al., 2021). The results of the discriminant
validity test can be seen in Table 5.

Table 5. Discriminant Validity Test Results (Fornell-Lacker Criteria)

ASE LS Hp AS
Academic Self-Efficacy (ASE) .896
Life Satisfaction (LS) .329 .872
Happiness (Hp) .316 .740 .888
Academic Stress (AS) -.310 -.756 -.874 .896

Based on the discriminant validity test with the Fornell-Lacker criteria, it can be seen that each
variable has sufficient differentiation so that it can be continued for hypothesis testing.

3.1.3. Reliability
The research variable reliability test aims to evaluate the reliability of each variable. A variable
can be considered reliable if it has a CAv and a composite reliability value above 0.7 (Hair et al., 2021).
The results of the research variable reliability test can be seen in Table 6.

Table 6. Research Variable Reliability Test Results

Cronbach's Alpha Value (CAV) rho_A Composite Reliability
Academic Self-Efficacy (ASE) .897 1.409 .924
Life Satisfaction (LS) .895 .904 .927
Happiness (Hp) .731 .732 .881
Academic Stress (AS) .936 .943 .953

60
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

Based on the research variable reliability test results, all variables have adequate reliability
values to continue hypothesis testing.

3.2. Inner Model

Evaluation of the inner model aims to evaluate causality between variables. The inner model is
evaluated by calculating the r-square value of the research model. Furthermore, testing the research
hypothesis with bootstrapping (Hair et al., 2021).

3.2.1. R-Square
The R-squared value is used to evaluate the simultaneous effect of the independent variables on
the dependent variable (Hair et al., 2021). The R-square value of the model can be seen in Table 7.

Table 7. R-Square Value

R Square Adjusted R Square
Academic Stress (AS) .791 .790
Happiness (Hp) .554 .552

Based on Table 7, it can be seen that the R-square value of happiness is 0.554. That is, 55.4% of
happiness can be explained by academic self-efficacy and life satisfaction. Furthermore, the R-square
value of academic stress is 0.791, meaning that 7.91% of academic stress can be explained by aca-
demic self-efficacy, life satisfaction, and happiness.

3.2.2. Hypothesis Testing

Hypothesis testing was carried out using the bootstrapping method with the help of SmartPLS
4.0 software. The rule of thumb to support a research hypothesis is if the coefficient or direction of
the variable relationship aligns with the hypothesis. Furthermore, the hypothesis can be accepted if
the t-statistic value is more than 1.96 and the probability value is less than 0.05 (Hair et al., 2021).
Based on the results of hypothesis testing, one hypothesis is not accepted. The hypothesis that is not
accepted is the fourth hypothesis (H4). The results of hypothesis testing using the bootstrapping
method can be seen in Table 8.

Table 8. Research Hypothesis Test Results

Direct Effect Original Sample STDEV T Statistic P Values Hyphotesis
Sample Average Result
Academic Self-Efficacy .081 .083 .016 4.961 .000 Hyphotesis 1
(ASE) -> Happiness (Hp) Accepted
Life Satisfaction (LS) -> .713 .713 .022 31.714 .000 Hyphotesis 2
Happiness (Hp) Accepted
Happiness (Hp) -> -.694 -.695 .039 17.862 .000 Hyphotesis 3
Academic Stress (AS) Accepted
Academic Self-Efficacy -.012 -.013 .016 .786 .432 Hyphotesis 4
(ASE) -> Academic Stress Rejected
(AS)
Life Satisfaction (LS) -> -.238 -.237 .036 6.613 .000 Hyphotesis 5
Academic Stress (AS) Accepted
Indirect Effect
Academic Self-Efficacy -.056 -.057 .011 5.155 .000 Hyphotesis 6
(ASE) -> Academic Stress Accepted
(AS)
Life Satisfaction (LS) -> -.495 -.496 .038 12.978 .000 Hyphotesis 7
Academic Stress (AS) Accepted

61
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

4. Discussion
The academic stress experienced by first-year university students is influenced by three
variables: happiness, academic self-efficacy, and life satisfaction. Among these three variables,
happiness is predicted to mediate the relationship between academic self-efficacy and life satisfac-
tion with first-year university students' academic stress. There are seven hypotheses proposed in
this research. The first hypothesis (H1) is accepted, meaning that academic self-efficacy is negatively
and significantly correlated with the happiness of first-year university students. First-year university
students adapting to the university academic system must believe in their abilities. First-year
university students confident in their abilities tend to be more enthusiastic and have good learning
performance (Kahu et al., 2022). This can directly increase student happiness in studying at univer-
sity. This means that the higher the level of academic self-efficacy, the higher the happiness of first-
year university students. These findings support the research of Mahmoodi et al. (2019), who also
found academic self-efficacy as a variable determining students' happiness.

The second hypothesis (H2) of this research was also accepted, meaning that the higher the level
of life satisfaction, the higher the level of happiness in first-year university students. Life satisfaction
is a component of subjective well-being that can describe a person's level of satisfaction with their
life (Ahmed et al., 2021; Espejo et al., 2022). First-year university students with high levels of life
satisfaction tend also to have high levels of happiness. This is in accordance with research by Braun
et al. (2020), who found that life satisfaction influences a person's level of happiness.

The third hypothesis (H3) in this study is accepted, meaning that happiness has a negative and
significant correlation with the academic stress of first-year university students. Happiness is
characterized by positive feelings and gratitude (Diener et al., 2009; Portocarrero et al., 2020; Putra
& Hariko, 2023). People with positive and grateful feelings for their lives tend to avoid psychological
disorders such as stress, anxiety, and depression (Debt et al., 2020). These findings show that the
higher the level of happiness, the lower the stress level in first-year university students. These
findings show that happiness is the most determining factor in first-year university students’ aca-
demic stress. This is because the t-statistic value obtained from the correlation between happiness
and academic stress is 17.862. This finding supports the research of Lew et al. (2019), who found
that happiness is the variable that most determines academic stress in students.

The results of this study indicate that the fourth hypothesis (H4) is rejected. That is, academic
self-efficacy does not directly correlate significantly with the academic stress of first-year university
students. Academic self-efficacy is a person's belief in his ability to do academic tasks. The level of
academic self-efficacy is not significantly correlated with academic stress. Even though first-year
university students have high academic self-efficacy, they still have the potential to experience
academic stress. This finding rejects the research results of Putra & Ahmad (2020), which found that
academic self-efficacy has a significant relationship with first-year university students' academic
stress.

This research's fifth hypothesis (H5) is also accepted, meaning that life satisfaction is negatively
and significantly correlated with first-year university students' academic stress. First-year university
students who are satisfied with their lives tend to think positively and have high learning motivation
(Diener & Chan, 2011; Moksnes et al., 2016). This can directly reduce academic stress levels. However,
if students are dissatisfied with their lives, they tend not to be enthusiastic about studying and give
up more quickly if they face difficult conditions in learning. This is what will cause academic stress
in first-year university students. These findings support the research of Rogowska et al. (2020), who
found that life satisfaction is one of the determinants of academic stress in students.

The findings of this research also accept the sixth and seventh hypotheses (H6 & H7). This
means that happiness is a mediator in the correlation of academic self-efficacy and life satisfaction
with academic stress. Directly, academic self-efficacy does not have a significant correlation with
academic stress. However, this correlation can be significant if it is mediated by happiness. This
means that high academic self-efficacy cannot directly reduce academic stress in first-year university
students, but high academic self-efficacy will make first-year university students happy so they can
avoid academic stress. In addition, the findings of this study indicate that life satisfaction can directly

62
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

and indirectly influence first-year university students’ academic stress. High life satisfaction can re-
duce first-year university students’ academic stress and vice versa.

Academic stress can reduce the academic performance of first-year university students. First-
year university students who experience academic stress must be assisted through counseling
services. Counselors at university can help first-year university students who experience academic
stress with the right approaches and techniques so that the academic stress experienced by first-year
university students can be overcome.

5. Conclusion
Academic stress can interfere with first-year university students in learning. Based on the
results of this study, there are two determinant factors of academic stress: life satisfaction and
happiness. In addition, this research shows that happiness acts as a mediator in the correlation of
academic self-efficacy and life satisfaction with first-year university students’ academic stress. First-
year university students who experience academic stress must be assisted through counseling
services. The results of this research can be a reference for counselors in higher education to help
first-year university students reduce their academic stress levels.

Author Contributions
Both authors contributed equally to this paper. Both authors have read and approved the final
manuscript.

Funding
We want to thank all parties who have assisted in this research process, especially Universitas
Negeri Padang, which has supported this research with the help of research funding for the Master’s
Thesis Research scheme. The agreement number for this research is 1393/UN35.15/LT/2023.

Declaration of Conflicting Interests

The author declared no potential conflicts of interest with respect to the research, authorship,
and/or publication of this article.

References
Afthanorhan, A., Ghazali, P. L., & Rashid, N. (2021). Discriminant Validity: A Comparison of CBSEM and Consistent
PLS using Fornell & Larcker and HTMT Approaches. Journal of Physics: Conference Series, 1874(1), 012085.
https://doi.org/10.1088/1742-6596/1874/1/012085
Ahmed, O. M., Ishak, A. K., & Kamil, B. A. M. (2021). Academics’ life satisfaction: the role of perceived stress,
organisational justice and self-efficacy. International Journal of Management in Education, 15(1), 1.
https://doi.org/10.1504/IJMIE.2021.111811
Akbari, T. T., & Pratomo, R. R. (2022). Higher education digital transformation implementation in Indonesia
during the COVID-19 pandemic. Jurnal Kajian Komunikasi, 10(1), 52.
https://doi.org/10.24198/jkk.v10i1.38052
Ang, R. P., & Huan, V. S. (2006). Academic Expectations Stress Inventory. Educational and Psychological
Measurement, 66(3), 522–539. https://doi.org/10.1177/0013164405282461
Ardi, Z. (2021). The Analysis of Solution Focused Brief Counseling Contribution in Reducing First-Year Students
Academic Stress Symptoms. 2nd Progress in Social Science, Humanities and Education Research Symposium
(PSSHERS 2020), 382–386.
Ardi, Z., Eseadi, C., Ade, A. H., Hidayat, H., & Guspriadi, Y. (2022). Students’ study pressures during the Covid-19
global pandemic: exploration of the effects of workload, self-expectation, grade worriness and
despondency on college students in Indonesia. COUNS-EDU: The International Journal of Counseling and
Education, 7(1), 32–47. https://doi.org/10.23916/0020220737710
Arsland, N. (2017). Investigating the Relationship between Educational Stress and Emotional Self-Efficacy.
Universal Journal of Educational Research, 5(10), 1736–1740.
Awaludin, A., Prayitno, H. J., & Haq, M. I. (2022). Using Digital Media During the COVID-19 Pandemic Era: Good

63
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

Online Program in Higher Education. Indonesian Journal on Learning and Advanced Education (IJOLAE),
5(1), 1–12. https://doi.org/10.23917/ijolae.v5i1.19574
Balzer, W. K. (2020). Lean higher education: Increasing the value and performance of university processes.
Routledge. https://s.id/1Tmau
Barker, E. T., Howard, A. L., Villemaire-Krajden, R., & Galambos, N. L. (2018). The Rise and Fall of Depressive
Symptoms and Academic Stress in Two Samples of University Students. Journal of Youth and Adolescence,
47(6), 1252–1266. https://doi.org/10.1007/s10964-018-0822-9
Barraza Macías, A. (2020). Escala de Felicidad Subjetiva : Análisis de sus Propiedades Psicométricas. Psychologia,
14(1), 29–39. https://doi.org/10.21500/19002386.4267
Bohman, A., Eger, M. A., Hjerm, M., & Mitchell, J. (2023). COVID-19-induced academic stress and its impact on life
satisfaction and optimism. A panel study of Swedish university students between 2020 and 2022. European
Journal of Higher Education, 1–22. https://doi.org/10.1080/21568235.2023.2209707
Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and
life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69, 101151.
https://doi.org/10.1016/j.appdev.2020.101151
Capone, V., Caso, D., Donizzetti, A. R., & Procentese, F. (2020). University Student Mental Well-Being during
COVID-19 Outbreak: What Are the Relationships between Information Seeking, Perceived Risk and
Personal Resources Related to the Academic Context? Sustainability, 12(17), 7039.
https://doi.org/10.3390/su12177039
Caso, D., Miriam, C., Rosa, F., & Mark, C. (2020). Unhealthy eating and academic stress: The moderating effect of
eating style and BMI. Health Psychology Open, 7(2), 205510292097527.
https://doi.org/10.1177/2055102920975274
Creswell, J. W. (2014). Research Design: Qualitatives, Quantitative, and Mixed. Sage.
Damanik, E. L. (2020). Blended Learning: An Innovative Approach on Social Sciences at Indonesian Higher
Education. Education Quarterly Reviews, 3(1), 52–65. https://ssrn.com/abstract=3540308
Debt, S., Thomas, S., Bose, A., & Aswathi, T. (2020). Happiness, meaning, and satisfaction in life as perceived by
Indian university students and their association with spirituality. Journal of Religion and Health, 59(5),
2469–2485.
Denovan, A., & Macaskill, A. (2017). Stress and Subjective Well-Being Among First Year UK Undergraduate
Students. Journal of Happiness Studies, 18(2), 505–525. https://doi.org/10.1007/s10902-016-9736-y
Diener, E., & Chan, M. Y. (2011). Happy People Live Longer: Subjective wellbeing contributes to health and
longetivity. Applied Psychology Health and Well-Being, 3(1), 1–43.
Diener, E., Wirtz, D., Tov, W., Kim, P. C., Choi, D., Oishi, S., & Biswas, D. R. (2009). New Measures of Well-Being:
Flourishing and Positive and Negative Feelings. Social Indicators Research, 39, 247–266.
Erlina, L., Waluyo, A., Irawaty, D., Umar, J., & Gayatri, D. (2019). Instrument development and validation:
Assessment of self efficacy for mobilization. Enfermería Clínica, 29, 384–389.
https://doi.org/10.1016/j.enfcli.2019.04.048
Espejo, B., Martín-Carbonell, M., Checa, I., Paternina, Y., Fernández-Daza, M., Higuita, J. D., Albarracín, A., &
Cerquera, A. (2022). Psychometric Properties of the Diener Satisfaction With Life Scale With Five Response
Options Applied to the Colombian Population. Frontiers in Public Health, 9.
https://doi.org/10.3389/fpubh.2021.767534
Freire, C., Ferradás, M. del M., Regueiro, B., Rodríguez, S., Valle, A., & Núñez, J. C. (2020). Coping Strategies and
Self-Efficacy in University Students: A Person-Centered Approach. Frontiers in Psychology, 11.
https://doi.org/10.3389/fpsyg.2020.00841
Ghozali, I., & Latan, H. (2015). Partial Least Squares: Konsep, Teknik dan Aplikasi Menggunakan Program
SmartPLS 3.0. Badan Penerbit Universitas Diponegoro.
Gilmour, A. F., & Wehby, J. H. (2020). The association between teaching students with disabilities and teacher
turnover. Journal of Educational Psychology, 112(5), 1042–1060. https://doi.org/10.1037/edu0000394
Hadiyanto, H., Noferdiman, N., Syamsurizal, S., Muhaimin, M., & Krisantia, I. (2021). Students’ Soft Skills, Hard
Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum.
International Journal of Learning, Teaching and Educational Research, 20(2), 218–234.
https://doi.org/10.26803/ijlter.20.2.12

64
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language
and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3),
100027. https://doi.org/10.1016/j.rmal.2022.100027
Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial least squares structural
equation modeling (PLS-SEM) using R: A workbook. Nature Spinger.
Hamza, C. A., Ewing, L., Heath, N. L., & Goldstein, A. L. (2021). When social isolation is nothing new: A longitudinal
study on psychological distress during COVID-19 among university students with and without preexisting
mental health concerns. Canadian Psychology / Psychologie Canadienne, 62(1), 20–30.
https://doi.org/10.1037/cap0000255
Handayani, E., Haryono, S., & Darmawan, A. (2021). Transformation of entrepreneur education programs (EEPS)
of Indonesia’s higher education. International Journal of Research in Business and Social Science (2147-
4478), 10(1), 180–188. https://doi.org/10.20525/ijrbs.v10i1.976
Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2022). Digital readiness and its
effects on higher education students’ socio-emotional perceptions in the context of the COVID-19
pandemic. Journal of Research on Technology in Education, 54(2), 267–280.
https://doi.org/10.1080/15391523.2020.1846147
Ho, T. T. Q., Nguyen, B. T. N., & Nguyen, N. P. H. (2022). Academic stress and depression among vietnamese
adolescents: a moderated mediation model of life satisfaction and resilience. Current Psychology.
https://doi.org/10.1007/s12144-022-03661-3
Jebb, A. T., Morrison, M., Tay, L., & Diener, E. (2020). Subjective Well-Being Around the World: Trends and
Predictors Across the Life Span. Psychological Science, 31(3), 293–305.
https://doi.org/10.1177/0956797619898826
Kahu, E. R., Ashley, N., & Picton, C. (2022). Exploring the complexity of first-year student belonging in higher
education: Familiarity, interpersonal, and academic belonging. Student Success, 13(2), 10–20.
https://search.informit.org/doi/abs/10.3316/informit.544244789917082
Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019). Predictors of Academic Stress Among College
Students. Journal of College Counseling, 22(1), 41–55. https://doi.org/10.1002/jocc.12113
Kristensen, S. M., Larsen, T. M. B., Urke, H. B., & Danielsen, A. G. (2023). Academic Stress, Academic Self-efficacy,
and Psychological Distress: A Moderated Mediation of Within-person Effects. Journal of Youth and
Adolescence, 52(7), 1512–1529. https://doi.org/10.1007/s10964-023-01770-1
Lew, B., Huen, J., Yu, P., Yuan, L., Wang, D.-F., Ping, F., Abu Talib, M., Lester, D., & Jia, C.-X. (2019). Associations
between depression, anxiety, stress, hopelessness, subjective well-being, coping styles and suicide in
Chinese university students. PLOS ONE, 14(7), e0217372. https://doi.org/10.1371/journal.pone.0217372
Mahmoodi, H., Nadrian, H., Javid, F., Ahmadi, G., Kasravi, R., Chavoshi, M., & Golmohammadi, F. (2019). Factors
associated with happiness among college students: do academic self-efficacy and stress predict happiness.
International Journal of Happiness and Development, 5(1), 14. https://doi.org/10.1504/IJHD.2019.098048
Margolis, S., Schwitzgebel, E., Ozer, D. J., & Lyubomirsky, S. (2019). A New Measure of Life Satisfaction: The
Riverside Life Satisfaction Scale. Journal of Personality Assessment, 101(6), 621–630.
https://doi.org/10.1080/00223891.2018.1464457
Martin, F., Stamper, B., & Flowers, C. (2020). Examining Student Perception of Readiness for Online Learning:
Importance and Confidence. Online Learning, 24(2), 38–58. https://eric.ed.gov/?id=EJ1260328
Mishra, M. (2018). A comparative study on academic stress level of male and female B. Ed. students. Indian
Journal of Health & Wellbeing, 9(1).
Moksnes, U. K., Løhre, A., Lillefjell, M., Byrne, D. G., & Haugan, G. (2016). The Association Between School Stress,
Life Satisfaction and Depressive Symptoms in Adolescents: Life Satisfaction as a Potential Mediator. Social
Indicators Research, 125(1), 339–357. https://doi.org/10.1007/s11205-014-0842-0
Moksness, U. K., Eilertsen, M. E. B., Ringdal, R., Bjørnsen, H. N., & Rannestad, T. (2019). Life satisfaction in
association with self-efficacy and stressor experience in adolescents–self-efficacy as a potential moderator.
Scandinavian Journal of Caring Sciences, 33(1), 222–230.
Muyan-Yılık, M., & Bakalım, O. (2022). Hope as a Mediator of the Link between Subjective Vitality and Subjective
Happiness in University Students in Turkey. The Journal of Psychology, 156(3), 241–255.
https://doi.org/10.1080/00223980.2022.2028712
Neviyarni, N., Andriani, I., & Ahmad, R. (2018). Academic stress level guidance and counseling students at
Universitas Negeri Padang. Konselor, 7(2), 55. https://doi.org/10.24036/0201872100008-0-00

65
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

Pabbajah, M., Abdullah, I., Widyanti, R. N., Jubba, H., & Alim, N. (2020). Student demoralization in education:The
industrialization of university curriculum in 4.0.Era Indonesia. Cogent Education, 7(1).
https://doi.org/10.1080/2331186X.2020.1779506
Perera, H. T. P. L., & Priyanath, H. M. S. (2022). Effect of self-efficacy on self-employment intention of
undergraduates: a case of arts undergraduates in Sabaragamuwa University of Sri Lanka. Journal of Social
Review and Development, 1(2), 5–13. https://s.id/1Tlbc
Portocarrero, F. F., Gonzalez, K., & Ekema-Agbaw, M. (2020). A meta-analytic review of the relationship between
dispositional gratitude and well-being. Personality and Individual Differences, 164, 110101.
https://doi.org/10.1016/j.paid.2020.110101
Putra, A. H., & Ahmad, R. (2020). Improving Academic Self Efficacy in Reducing First Year Student Academic
Stress. Jurnal Neo Konseling, 2(2). https://doi.org/10.24036/00282kons2020
Putra, A. H., & Hariko, R. (2023). Studi Deskriptif Kebahagiaan pada Mahasiswa Baru. JKI (Jurnal Konseling
Indonesia), 8(2), 57–62. https://ejournal.unikama.ac.id/index.php/JKI/article/view/8672
Quoidbach, J., Taquet, M., Desseilles, M., de Montjoye, Y.-A., & Gross, J. J. (2019). Happiness and Social Behavior.
Psychological Science, 30(8), 1111–1122. https://doi.org/10.1177/0956797619849666
Rogowska, A. M., Kuśnierz, C., & Bokszczanin, A. (2020). Examining anxiety, life satisfaction, general health,
stress and coping styles during COVID-19 pandemic in Polish sample of university students. Psychology
Research and Behavior Management, 797–811.
https://www.tandfonline.com/doi/full/10.2147/PRBM.S266511
Sayaf, A. M., Alamri, M. M., Alqahtani, M. A., & Alrahmi, W. M. (2022). Factors Influencing University Students’
Adoption of Digital Learning Technology in Teaching and Learning. Sustainability, 14(1), 493.
https://doi.org/10.3390/su14010493
Seeram, E. (2019). An overview of correlational research. Radiologic Technology, 91(2), 176–179.
http://www.radiologictechnology.org/content/91/2/176.extract
Sewaybricker, L. E., & Massola, G. (2022). What is subjective well-being? a critical analysis of the article
subjective well-being, by ed diener. Psicologia & Sociedade, 34. https://doi.org/10.1590/1807-
0310/2022v34258310-en
Sousa, M. J., Marôco, A. L., Gonçalves, S. P., & Machado, A. de B. (2022). Digital Learning Is an Educational Format
towards Sustainable Education. Sustainability, 14(3), 1140. https://doi.org/10.3390/su14031140
Sun, J., Dunne, M. P., Hou, X. Y., & Xu, A. Q. (2011). Educational stress scale for adolescents: development, validity,
and reliability with Chinese students. Journal of Psychoeducational Assessment, 29(6), 534–546.
Tan, C.-S., Tan, S.-A., Mohd Hashim, I. H., Lee, M.-N., Ong, A. W.-H., & Yaacob, S. nor B. (2019). Problem-Solving
Ability and Stress Mediate the Relationship Between Creativity and Happiness. Creativity Research Journal,
31(1), 15–25. https://doi.org/10.1080/10400419.2019.1568155
Trigueros, R., Padilla, A. M., Aguilar-Parra, J. M., Rocamora, P., Morales-Gázquez, M. J., & López-Liria, R. (2020).
The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the
Mediterranean Diet. A Study with University Students. International Journal of Environmental Research and
Public Health, 17(6), 2071. https://doi.org/10.3390/ijerph17062071
van Rooij, E. C. M., Jansen, E. P. W. A., & van de Grift, W. J. C. M. (2018). First-year university students’ academic
success: the importance of academic adjustment. European Journal of Psychology of Education, 33(4), 749–
767. https://doi.org/10.1007/s10212-017-0347-8
Vintilă, M. (2021). The Relationship among Life Satisfaction, Happiness and Parental Acceptance during the
COVID-19 Pandemic. Social Work Review/Revista de Asistenta Sociala, 1.
Warsito, H. (2012). Hubungan antara self-efficacy dengan penyesuaian akademik dan prestasi akademik ( Studi
Pada Mahasiswa FIP Universitas Negeri Surabaya ). Pedagogi: Jurnal Ilmu Pendidikan, 9(1), 29.
https://doi.org/10.24036/pedagogi.v9i1.119
Widjaja, G. (2023). Sustainability of Technology Use in Higher Education in Indonesia Post the COVID-19
Pandemic: Analysis of Scientific Evidence. Indonesian Journal of Education (INJOE), 3(1), 15–28.
http://www.injoe.org/index.php/INJOE/article/view/42
Willroth, E. C., Flett, J. A., & Mauss, I. B. (2020). Depressive symptoms and deficits in stress‐reactive negative,
positive, and within‐emotion‐category differentiation: A daily diary study. Ournal of Personality, 88(2),
174–184.
Wong, W. L., & Yuen, K. A. (2023). Online Learning Stress and Chinese College Students’ Academic Coping during

66
 Putra et al. Jurnal Kajian Bimbingan dan Konseling, 9(1), 2024, 55-67

COVID-19: The Role of Academic Hope and Academic Self-Efficacy. The Journal of Psychology, 157(2), 95–
120. https://doi.org/10.1080/00223980.2022.2148087
You, J. W. (2018). Testing the three-way interaction effect of academic stress, academic self-efficacy, and task
value on persistence in learning among Korean college students. Higher Education, 76(5), 921–935.
https://doi.org/10.1007/s10734-018-0255-0

67