SELF-REGULATED LEARNING AND ACADEMIC STRESS IN MEDICAL SCHOOL: ARE THEY RELATED?

SELF-REGULATED LEARNING AND ACADEMIC STRESS
Alister Garcia Himawan 1 Indonesia , Yoanita Widjaja dr., M.Pd.Ked. 2 Indonesia
1 a:1:{s:5:"en_US";s:23:"Tarumanagara University";}
2 Faculty of Medicine, Tarumanagara University, Jakarta, Indonesia
Link Copied!
Published 2023-12-16
Vol. 5 No. 2 (2023) PAGES 1-7
DOI 10.36566/ijhsrd/Vol5.Iss2/161
Views / Downloads 1399 889

Background: During the transition to higher education, many students experience stress due to the process of adapting to a new educational and social environment. Excessive or negative stress may lead to physical and psychological reactions, such as persistent lack of energy, loss of appetite, headaches, gastrointestinal problems or signs of emotional distress. It may be theorized that students who are more proficient at self-regulated learning would display problem solving coping strategies when dealing with academic demands, therefore reducing perceived levels of academic stress. This study aims to explore any statistically significant relationship between the levels of self-regulated learning and academic stress.

Methods: The study is a cross-sectional, observational analytic study with a sample size of 222 respondents obtained from medical students at Tarumanagara University. 

Results: The majority of respondents (80.6%) experienced moderate academic stress, although statistical analysis shows no statistically significant relationship between self-regulated learning and academic stress. 

Conclusions: Further research should be done on the cross-cultural applicability of the concepts of self-regulated learning. Medical educational institutions should implement learning and lecture strategies that promote emotional and mental wellness among students as an approach to reduce the levels of academic stress.

SELF-REGULATED LEARNING AND ACADEMIC STRESS IN MEDICAL SCHOOL: ARE THEY RELATED? SELF-REGULATED LEARNING AND ACADEMIC STRESS. (2023). INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD), 5(2), 1-7. https://doi.org/10.36566/ijhsrd/Vol5.Iss2/161
Download data is not yet available.
  1. Misra R, Castillo LG. Academic stress among college students: Comparison of American and international students. International Journal of Stress Management. 2004;11(2):132–48.
  2. Quek, Tam, Tran, Zhang, Zhang, Ho, et al. The global prevalence of anxiety among medical students: A meta-analysis. International Journal of Environmental Research and Public Health. 2019;16(15):2735.
  3. Matthews G, Schwean VL, Campbell SE, Saklofske DH, Mohamed AAR. Personality, self-regulation, and adaptation. Handbook of Self-Regulation. 2000;:171–207.
  4. Zeidner M, Boekaerts M, Pintrich PR. Self-regulation. Handbook of Self-Regulation. 2000;:749–68
  5. Fuentes MC, García-Ros R, Pérez-González F, Sancerni D. Effects of parenting styles on self-regulated learning and academic stress in Spanish adolescents. International Journal of Environmental Research and Public Health. 2019;16(15):2778.
  6. Zheng J, Jiang N, Dou J. Autonomy Support and Academic Stress: A Relationship Mediated by Self-Regulated Learning and Mastery Goal Orientation. New Waves-Educational Research and Development Journal. 2020;23:43–63.
  7. Siddiqui F, Khan R. Correlation between stress scores and self-regulated learning perception scores in Pakistani students. Journal of the Pakistan Medical Association. 2020;:1.
  8. Akbar MI, Nurmaladewi N, Aspian P, Pagala I, Rustam M. Assessing the service quality at health service facilities during the COVID-19 pandemic in North Buton District, Indonesia. Public Health of Indonesia. 2022 Dec 13;8(4):116-22.
  9. Sastroasmoro S. Perkiraan Besar Sampel. In: Dasar-Dasar Metodologi Penelitian Klinis. 4th ed. Jakarta: Bagian Ilmu Kesehatan Anak, Fakultas Kedokteran, Universitas Indonesia; 1995. p. 348–83.
  10. Pintrich PR, Smith DAF, Garcia T, McKeachie WJ. A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). 1991
  11. Cohen S, Kamarck T, Mermelstein R. Perceived stress scale. Measuring stress: A guide for health and social scientists. 1994 Jul 15;10(2):1-2.
  12. Hoffman MR TS. Odds ratio - statpearls - NCBI bookshelf [Internet]. [cited 2023 Jun 13]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK431098
  13. Kim H-Y. Statistical notes for clinical researchers: Chi-Squared Test and Fisher’s exact test. Restorative Dentistry & Endodontics. 2017;42(2):152.
  14. de la Fuente J, Peralta-Sánchez FJ, Martínez-Vicente JM, Sander P, Garzón-Umerenkova A, Zapata L. Effects of self-regulation vs. external regulation on the factors and symptoms of academic stress in undergraduate students. Frontiers in Psychology. 2020;11. doi:10.3389/fpsyg.2020.01773
  15. Purdie N, Hattie J. Cultural differences in the use of strategies for self-regulated                learning. American Educational Research Journal. 1996;33(4):845–71.
  16. Hofstede G, Hofstede GJ, Minkov M. Measuring the Degree of Inequality in Society: The Power Distance Index. In: Cultures and organizations software of the mind; Intercultural Cooperation and its importance for survival. New York u. a: McGraw-Hill; 2010. p. 57–62.

Copyright (c) 2023 INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright Rights & Permissions Guide

Reproducing Published Material from other Publishers

It is absolutely essential that authors obtain permission to reproduce any published material (figures, schemes, tables or any extract of a text) which does not fall into the public domain, or for which they do not hold the copyright. Permission should be requested by the authors from the copyright holder (usually the Publisher, please refer to the imprint of the individual publications to identify the copyright holder).

Permission is required for:

  1. Your own works published by other Publishers and for which you did not retain copyright.
  2. Substantial extracts from anyones’ works or a series of works.
  3. Use of Tables, Graphs, Charts, Schemes and Artworks if they are unaltered or slightly modified.
  4. Photographs for which you do not hold copyright.

Permission is not required for:

  1. Reconstruction of your own table with data already published elsewhere. Please notice that in this case you must cite the source of the data in the form of either “Data from…” or “Adapted from…”.
  2. Reasonably short quotes are considered fair use and therefore do not require permission.
  3. Graphs, Charts, Schemes and Artworks that are completely redrawn by the authors and significantly changed beyond recognition do not require permission.

Obtaining Permission

In order to avoid unnecessary delays in the publication process, you should start obtaining permissions as early as possible. If in any doubt about the copyright, apply for permission. JNH cannot publish material from other publications without permission.

The copyright holder may give you instructions on the form of acknowledgement to be followed; otherwise follow the style: “Reproduced with permission from [author], [book/journal title]; published by [publisher], [year].’ at the end of the caption of the Table, Figure or Scheme.

Every mansucript should be accompanied by "Copyright Transfer Agreement" prior to the article publication

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Self Regulated Learning Motivation Learning Strategy Academic Stress Medical Students

Similar Articles

1-10 of 62

You may also start an advanced similarity search for this article.