REID (Research and Evaluation in Education)


psychological factors, academic stress, student's productivity

Document Type



The study is aimed at further describing psychological factors inducing academic stresses of the students of the English Education Department, Yogyakarta State University (EED-YSU). The study is a continuation of a previous study that identifies sources of academic stress of students of EED-YSU. Data collection is conducted by an on-line survey technique. Confirmatory factor analysis is used for the data analyses. The results show six factors that become sources of students' academic stresses, namely academic demands, parent-child relationship, traumatic experiences during childhood, peer pressures, financial matters, and self-expectancy. It is expected that other studies involving other factors of students' academic stress be conducted to give further information on the topic.

Page Range






Digital Object Identifier (DOI)





American College Health Association - National College Health Assessment. (2016). Data report of undergraduate student reference group. Retrieved from https://www.acha.org/documents/ncha/NCHA-II SPRING 2016 UNDERGRADUATE REFERENCE GROUP DATA REPORT.pdf

Ang, R. P., & Huan, V. S. (2006). Relationship between academic stress and suicidal ideation: Testing for depression as a mediator using multiple regression. Child Psychiatry and Human Development, 37(2), 133-143. https://doi.org/10.1007/s10578-006-0023-8

Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238-246. https://doi.org/10.1037/0033-2909.107.2.238

Butt, J., Weinberg, R., & Horn, T. (2003). The intensity and directional interpretation of anxiety: Fluctuations throughout competition and relationship to performance. The Sport Psychologist, 17(1), 35-54. https://doi.org/10.1123/tsp.17.1.35

Calaguas, G. M. (2012). Survey of college academic stressors: Development of a new measure. Journal of Human Sciences, 9(1), 441-457. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/1811

DeFrank, R. S., & Ivancevich, J. M. (1998). Stress on the job: An executive update. The Academy of Management Executive, 12(3), 55-66. Retrieved from https://www.jstor.org/stable/4165477

Folkman, S. (2013). Stress: Appraisal and coping. In Encyclopedia of Behavioral Medicine (pp. 1913-1915). https://doi.org/10.1007/978-1-4419-1005-9_215

Gabre, H., & Kumar, G. (2012). The effects of perceived stress and Facebook on accounting students' academic performance. Accounting and Finance Research, 1(2), 87-100. https://doi.org/10.5430/afr.v1n2p87

Hashemi, M. (2011). Language stress and anxiety among the English language learners. Procedia - Social and Behavioral Sciences, 30, 1811-1816. https://doi.org/10.1016/j.sbspro.2011.10.349

Henriques, G. (2014). The college student mental health crisis. Retrieved from Psychology Today website: https://www.psychologytoday.com/blog/theory-knowledge/201402/the-college-student-mental-health-crisis

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Hu, Li-tze, & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 77-99). Thousand Oaks, CA: Sage.

Hu, Li“tze, & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118

Leyva, E. M. R. (2003). The impact of the internet on the reading and information practices of a university student community: The case of UNAM. New Review of Libraries and Lifelong Learning, 4(1), 137-157. https://doi.org/10.1080/1468994042000240287

McNeil, E. (2016). Study: Teacher stress reduction leads to instructional improvement. Retrieved from Education Week website: http://blogs.edweek.org/teachers/teaching_now/2016/05/lessstressforteachers.html

McPherson, S. S. (2009). Stressed out in school?: Learning to deal with academic pressure. Berkeley Heights, NJ: Enslow.

Mezzacappa, E. S., & Katkin, E. S. (2002). Breast-feeding is associated with reduced perceived stress and negative mood in mothers. Health Psychology, 21(2), 187-193. https://doi.org/10.1037/0278-6133.21.2.187

Misra, R., & Castillo, L. G. (2004). Academic stress among college students: Comparison of American and international students. International Journal of Stress Management, 11(2), 132-148. https://doi.org/10.1037/1072-5245.11.2.132

Misra, R., & McKean, M. (2000). College students' academic stress and its relation to their anxiety, time management, and leisure satisfaction. American Journal of Health Studies, 16(1), 41-51.

Oon, A. N. (2007). Seri teaching children: Handling study stress. Jakarta: Elex Media Komputindo.

Rayle, A. D., & Chung, K.-Y. (2007). Revisiting first-year college students' mattering: Social support, academic stress, and the mattering experience. Journal of College Student Retention: Research, Theory & Practice, 9(1), 21-37. https://doi.org/10.2190/X126-5606-4G36-8132

Robotham, D., & Julian, C. (2006). Stress and the higher education student: A critical review of the literature. Journal of Further and Higher Education, 30(2), 107-117. https://doi.org/10.1080/03098770600617513

Sarafino, E. P. (2008). Health psychology: Biopsychosocial interactions (6th ed.). Hoboken, NJ: John Wiley & Sons.

Suldo, S. M., Shaunessy, E., Thalji, A., Michalowski, J., & Shaffer, E. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44(176), 925-948.

Tabachnick, B. G., Fidell, L. S., & Osterlind, S. J. (2007). Using multivariate statistics (5th ed.). Boston, MA: Pearson.

Wang, J., & Wang, X. (2012). Structural equation modeling: Applications using Mplus. West Sussex: John Wiley & Sons.

Yeh, C. J., & Inose, M. (2003). International students' reported English fluency, social support satisfaction, and social connectedness as predictors of acculturative stress. Counselling Psychology Quarterly, 16(1), 15-28. https://doi.org/10.1080/0951507031000114058

Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677-706. https://doi.org/10.1007/s11162-004-4139-z