HUBUNGAN ANTARA REGULASI DIRI DAN MINDFULNESS DENGAN KECEMASAN AKADEMIK PADA MAHASISWA AKHIR

Yashinta Wijaya, NIM.: 21107010087 (2026) HUBUNGAN ANTARA REGULASI DIRI DAN MINDFULNESS DENGAN KECEMASAN AKADEMIK PADA MAHASISWA AKHIR. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Final-year college students are vulnerable to academic anxiety due to high academic demands, such as completing final assignments, time pressure, and graduation expectations, which can impact physical, psychological, and behavioral conditions. Although several studies have shown the potential of self-regulation and mindfulness in relation to academic anxiety, the relationship between these two variables in final year students still needs further study. This study aims to determine the relationship between self-regulation and mindfulness with academic anxiety in final year students studying in Sleman Regency. The research method used in this study is quantitative correlational using a questionnaire as a data collection instrument. This research uses a sampling technique, namely accidental sampling. The scales used are the Academic Anxiety scale, the Self-Regulation Questionnaire (SRQ) scale, and the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R) scale. Respondents in this study were 250 final year students aged 18-29 years studying in Sleman Regency. The data analysis technique used was multiple linear regression to see the relationship between self-regulation and mindfulness variables with academic anxiety. The results of the study indicate a significant relationship between self-regulation and mindfulness on academic anxiety, with an effective contribution of 33.02%. Partially, there is a negative relationship between self-regulation and academic anxiety with a significance value of 28.08%. Meanwhile, mindfulness and academic anxiety have a negative relationship with a significance value of 4.94%. These findings indicate that self-regulation and mindfulness play an important role in relation to academic anxiety and can therefore be used as a basis for consideration in developing psychological interventions for final-year college students.

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