HUBUNGAN ANTARA STRES AKADEMIK DAN DUKUNGAN KELUARGA DENGAN SCHOOL WELL-BEING SISWA

BUNGA, AZAHRA (2026) HUBUNGAN ANTARA STRES AKADEMIK DAN DUKUNGAN KELUARGA DENGAN SCHOOL WELL-BEING SISWA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara stres akademik dan dukungan keluarga dengan school well-being pada siswa SMK SPP Lampung. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional, melibatkan variabel stres akademik (X1), dukungan keluarga (X2), dan school well-being (Y). Analisis data dilakukan menggunakan teknik regresi berganda dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan bahwa secara simultan terdapat hubungan yang signifikan antara stres akademik dan dukungan keluarga dengan school well-being (R = 0,716; p < 0,05), dengan kontribusi sebesar 51,2%. Secara parsial, stres akademik berhubungan signifikan dengan school well-being (r = 0,702; p < 0,05) dengan arah negatif, sedangkan dukungan keluarga juga berhubungan signifikan (r = 0,235; p < 0,05) dengan kekuatan hubungan yang lemah. Hasil analisis regresi menunjukkan bahwa stres akademik berpengaruh negatif dan lebih dominan (47,95%), sedangkan dukungan keluarga berpengaruh positif namun lebih kecil (3,29%) terhadap school well-being. Dengan demikian, dapat disimpulkan bahwa stres akademik dan dukungan keluarga berhubungan dengan school well-being, dan stres akademik sebagai faktor yang paling dominan. Kata kunci: stres akademik, dukungan keluarga, school well-being This study aims to examine the relationship between academic stress and family social support and school well-being among students of SMK SPP Lampung. A quantitative approach with a correlational design was employed. The variables in this study consisted of academic stress (X1), family support (X2), and school well-being (Y). Data were analyzed using multiple regression analysis with the assistance of SPSS version 25. The findings revealed that, simultaneously, academic stress and family support were significantly associated with school well-being (R = 0.716, p < 0.05), accounting for 51.2% of the variance in school well-being. Partially, academic stress was significantly associated with school well-being (r = 0.702, p < 0.05) with a negative direction, indicating that higher levels of academic stress are related to lower levels of school well-being. In contrast, family support demonstrated a significant positive relationship with school well-being (r = 0.235, p < 0.05), although the strength of the relationship was relatively weak. Further analysis using multiple regression indicated that academic stress had a negative and more substantial effect (47.95%) on school well-being, whereas family support exerted a positive but comparatively SMKller effect (3.29%). Thus, it can be concluded that academic stress and family support are associated with school well being, with academic stress being the most dominant factor. Keywords: academic stress, family support, school well-being

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