Efektivitas Pelatihan Self-talk Dalam Menurunkan Stres Akademik Pada Mahasiswa Fakultas Psikologi Universitas Negeri Makassar

Devita Rezky Ramadhani, Ahmad Ridfah, Ismalandari Ismail

Abstract


Academic stress can have negative effects on students because it can disrupt psychological and physical well-being; therefore, self-talk is needed. This study aims to determine whether self-talk is effective in reducing academic stress among students of the Faculty of Psychology, Makassar State University. The participants in this study totaled 16 students, divided into two groups: 8 in the control group and 8 in the experimental group. This study used a true experimental research design with a pretest–posttest control group design. The scale used in this study had a reliability value of 0.754. The results showed a decrease in the mean score of academic stress in the experimental group, from 76.13 to 51.63, while the academic stress score in the control group changed from 64 to 63.75. The findings indicate that the Mann–Whitney test produced a p-value of 0.002 (p < 0.05). The Wilcoxon test for the experimental group showed a significant decrease in academic stress scores after the treatment, with p = 0.006 (p < 0.05). It can be concluded that self-talk is effective in reducing academic stress among students of the Faculty of Psychology, Makassar State University. Self-talk has been proven to reduce academic stress among these students.


Keywords


Students, Self-talk, Academic Stress

Full Text:

PDF

References


Adrianto, R., & Riza, N. (2017). Hubungan Antara Self-talk dengan Kepercayaan Diri pada Atlet Futsal. Jurnal Psikologi Pendidikan Unesa, Vol. 4, No. 3.

Azwar, S. (2017). Metode Penelitian Psikologi. Yogyakarta: Pustaka Belajar.

Eford, B. T. (2015). Research and Evaluation in Conseling. America: Cengange Learning.

Fatimah AN, M. (2019). Efektivitas Teknik Self-Talk untuk Menurunkan Stres Remaja. (Skripsi). Surabaya: Fakultas Psikologi dan Kesehatan Universitas Islam Negeri Sunan Ampel.

Gadzella, B. M. & Masten, W. G. (2005). An Analysis of The Categories in the Studentlife Stress Inventory. American Journal of Psychology Research, 1 (1), 1 – 10.

Gusniarti, U. (2002). Hubungan antara Persepsi Siswa terhadap Tuntutan dan Harapan Sekolah dengan Derajat Stres Siswa Sekolah Plus. Psikologika, 13.

Koochaki, G. M. (2009). Prevalence of stres among Iranian medical students: a questionnaire survey. Eastern Mediterranean Health Journal 2011; 17 (7): 593-694.

Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal, and Coping. New York: Springer Publishing Company.

Martin, G., & Pear, J. (2015). Behavior Modification. Pearson Education, Inc.

Olejnik, S. N. &Holshuh, J. P. (2007). College Rules! Second Edition How to Study, Survive, and Succeed. New York: Ten Speed Press.

Puspitasari, W. (2013). Hubungan antara Manajemen Waktu dan Dukungan Sosial dengan Prestasi Akademik Mahasiswa yang Bekerja. Empathy Jurnal Fakultas Psikologi, 2(1).

Sarafino, E. P. & Smith, T. W. (2012). Health Psychology: Biopsychology Interaction 7th Edition. New York: John Wiley & Soni Inc.

Septiani, E. (2013). Hubungan antara tingkat stres dengan gaya humor pada mahasiswa. (Skripsi). Bandung: UIN Sunan Kudus Bandung.

William, J. (2011). Dahsyatnya Terapi Bicara Positif Self-Talk Therapy. Yogyakarta: Arta Pustaka.




DOI: https://doi.org/10.5281/zenodo.17993883

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Devita Rezky Ramadhani, Ahmad Ridfah, Ismalandari Ismail

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

 

Socius: Jurnal Penelitian Ilmu-Ilmu Sosial

ISSN : 3025-6704