Academic Stress, Psychological Well-Being, and Learning Motivation among University Students in Jakarta Selatan: An Educational Psychology Perspective
Keywords:
academic stress, psychological well-being, learning motivation, Jakarta Selatan, educational psychologyAbstract
This mixed methods study investigates the relationships among academic stress, psychological well-being, and learning motivation among university students in Jakarta Selatan, Indonesia, from an educational psychology perspective. Grounded in the conservation of resources theory, self-determination theory, and the demands-resources model, the study employed a sequential explanatory design combining quantitative surveys administered to 364 undergraduate students from four universities in Jakarta Selatan — including Universitas Indonesia kampus Salemba, Universitas Pancasila, Universitas Sahid, and STIE Indonesia — with qualitative semi-structured interviews involving 20 participants. Findings reveal that academic stress significantly and negatively predicted psychological well-being (β = -.56, p < .001) and intrinsic learning motivation (β = -.47, p < .001), while social support from peers and family, Islamic coping strategies, and urban community resilience emerged as significant protective factors mediating the stress-well-being relationship. Unique urban stressors characteristic of the Jakarta Selatan metropolitan context — including extreme commuting burden, high cost-of-living pressures, and digital information overload — compounded academic stress in ways that were inadequately addressed by existing university mental health support infrastructure. The study proposes an integrated urban educational psychology framework for supporting student well-being and learning motivation in Jakarta's dynamic metropolitan higher education context.
Downloads
References
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423. https://doi.org/10.1037/0033-2909.103.3.411
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513
Kohn, J. P., & Frazer, G. H. (1986). An academic stress scale: Identification and rated importance of academic stressors. Psychological Reports, 59(2), 415–426. https://doi.org/10.2466/pr0.1986.59.2.415
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
Muhsyanur, Lycel Lagnason Pacheco, Murugesan, Manivannan Mustapha, Nur Diyana Isayah, Kamaruddin Oanh, L. T. K. (2026). Qualitative Research Design: Theoretical Foundations and Empirical Applications. Echa Institute (Exploring in knowledge, Creative in teaching, Humming in publication, Active in quality development).
Muhsyanur. (2021). Pemodelan dalam Pembelajaran: Mendesain Pembelajaran menjadi Berkarakter dan Berkualitas. Forum Silatuhrami Doktor Indonesia (FORSILADI).
Muhsyanur, M. (2024a). Konsep Dasar Psikologi Industri dan Organisasi. Mitra Mandiri Persada.
Muhsyanur, M. (2024b). Love-Based Curriculum as a New Paradigm in Language Education : Between Cognition , Affection , and Spirituality. 2(5), 12–19.
Muhsyanur, M. (2024c). Psikologi Pendidikan: Konsep, Ruang Lingkup, Metodologi, dan Implikasi. Echa Progres: Lembaga Pengembangan Profesionalisme Sumber Daya Manusia.
Muhsyanur, M. (2024d). Psikologi Pondok Pesantren: Memahami Dinamika Psikologis Santri dan Pendidikan Pesantren. Lembaga Pemerhati Pendidikan Masyarakat Indonesia (LPPMI).
Muhsyanur, M. (2026). Psikologi Pendidikan Islam Komprehensif: Kajian Perkembangan Peserta Didik dari Jenjang Pendidikan Anak Usia Dini hingga Perguruan Tinggi. PT. Lentera Cendekiawan Nusantara.
Sadri Sadri, Andi Yuyung, Fatmawati Fatmawati, Mansur Mansur, M. M. (2026). Psikologi Pendidikan dan Strategi Pembelajaran Adaptif pada Implementasi Kurikulum Merdeka. As’adiyah Multidisciplinary Proceedings, 1(1), 385–400. https://journal.unisad.ac.id/index.php/ascidia/article/view/467/284
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Subandi, M. A. (2011). Sabar: A Javanese-Islamic concept for well-being. Journal of Religion and Health, 50(4), 857–864. https://doi.org/10.1007/s10943-011-9517-2
Tennant, R., Hiller, L., Fishwick, R., Platt, S., Joseph, S., Weich, S., Parkinson, J., Secker, J., & Stewart-Brown, S. (2007). The Warwick-Edinburgh Mental Well-being Scale (WEMWBS): Development and UK validation. Health and Quality of Life Outcomes, 5(63). https://doi.org/10.1186/1477-7525-5-63
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Muhammad Fadhil Adzikra, Rizqiana Dewi Puspitasari (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
