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ACADEMIC BURNOUT DITINJAU DARI PROBLEM FOCUSED COPING PADA MAHASISWA AKHIR YANG BEKERJA
Final-year undergraduate students who work face dual pressures from academic and professional responsibilities, increasing their risk of experiencing academic burnout. These demands often lead to emotional exhaustion, decreased enthusiasm, and reduced motivation. One effective strategy to address this issue is problem-focused coping, which emphasizes identifying problems and resolving them through practical, constructive actions. This study aims to examine the relationship between problem-focused coping and academic burnout among final-year working students. The study involved 119 active undergraduate students in their final semester in Yogyakarta, with a minimum sample size of 77 determined using the G*Power application. A non-probability sampling technique, specifically convenience sampling, was employed. The study used a quantitative correlational method, collecting data through questionnaires comprising two scales: the Academic Burnout Scale and the Problem-Focused Coping Scale. Data were analyzed using Pearson product-moment correlation. The results revealed a significant negative relationship between problem-focused coping and academic burnout, with p < .001 and a correlation coefficient of r = -0.427. This indicates that students with higher problem-focused coping abilities are less likely to experience academic burnout. The study suggests the importance of fostering problem-focused coping strategies among students to help them manage the challenges of balancing dual roles and remain focused on their academic goals while working.
FAKULTAS ILMU SOSIAL DAN HUMANIORA, UIN SUNAN KALIJAGA YOGYAKARTA
NIM.: 20107010077 Nursyahdina Al-Rahmah Bobihu
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