Rianto Harapan Munthe

The Influence of Emotional Intelligence, Self-Efficacy, and Gender on the Level of Academic Stress of Students Working on Thesis Tasks in the Business Education Study Program, Medan State University

Introduction

The influence of emotional intelligence, self-efficacy, and gender on the level of academic stress of students working on thesis tasks in the business education study program, medan state university. Explore the impact of emotional intelligence, self-efficacy, and gender on academic stress in Business Education students at UNIMED. Findings show males experience higher stress.

Abstract

The purpose of this study was to determine the effect of emotional intelligence, self-efficacy, and gender partially and simultaneously on the level of academic stress of students working on their thesis assignments in business education study program, at Medan State University. This study uses a quantitative approach. Data analysis technique using multiple linear regression test. Test the hypothesis using the t-test, f-test, and different tests using the Independent Samples t-test. The results of this study indicate that there is an influence of emotional intelligence on the academic stress level of 2018 Stambuk Business Education students UNIMED. There is an effect of self-efficacy on the academic stress level of 2018 Stambuk Business Education students UNIMED. There is a gender effect on the academic stress level of 2018 Stambuk Business Education students UNIMED There are differences in average stress levels between male students and female students. Where the stress level of male students has a higher average academic stress level when compared to female students in the 2018 Stambuk Business Education.

Review

The study, "The Influence of Emotional Intelligence, Self-Efficacy, and Gender on the Level of Academic Stress of Students Working on Thesis Tasks in the Business Education Study Program, Medan State University," tackles a highly pertinent issue: the factors contributing to academic stress during the crucial thesis-writing period. The stated purpose to examine the partial and simultaneous effects of emotional intelligence, self-efficacy, and gender provides a clear scope, utilizing a quantitative approach. This investigation is timely and relevant, as academic stress significantly impacts student well-being and academic performance, making the identification of influencing factors valuable for educational institutions. A key strength of this research lies in its comprehensive approach to multiple variables known to impact psychological well-being. The abstract clearly indicates that all three investigated factors—emotional intelligence, self-efficacy, and gender—demonstrate a significant influence on academic stress levels among the 2018 Stambuk Business Education students at UNIMED. The application of standard quantitative methods, including multiple linear regression, t-tests, f-tests, and Independent Samples t-tests, suggests a sound analytical framework. Particularly noteworthy is the finding that male students exhibit higher average academic stress levels compared to their female counterparts, which is an interesting result that warrants further attention and adds a specific nuance to the existing literature on gender and stress. While the abstract highlights important findings, several details could enhance the overall impact and replicability of the study. The absence of information regarding the specific instruments used to measure emotional intelligence, self-efficacy, and academic stress, as well as the sample size, limits the ability to fully gauge methodological rigor and generalizability. Future iterations or subsequent publications would benefit from elaborating on these aspects. Additionally, while the study identifies differences in stress levels by gender, exploring the underlying reasons or coping mechanisms employed by each gender could provide richer insights. Despite these minor points, the research provides a valuable contribution to understanding the multifaceted nature of academic stress within a specific educational context.

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