PERAN ACADEMIC SELF-EFFICACY DAN PEER SUPPORT TERHADAP ACADEMIC BURNOUT MAHASISWA PENULIS SKRIPSI

Audrey Chandana Devi; Margaretha Purwanti; Aireen Rhammy Kinara Aisyah

doi:10.25170/manasa.v13i2.5421

Authors

Audrey Chandana Devi Fakultas Psikologi Universitas Katolik Atma Jaya
Margaretha Purwanti Fakultas Psikologi, Universitas Katolik Indonesia Atma Jaya, Jakarta, Indonesia
Aireen Rhammy Kinara Aisyah Fakultas Psikologi, Universitas Katolik Indonesia Atma Jaya, Jakarta, Indonesia

DOI:

https://doi.org/10.25170/manasa.v13i2.5421

Keywords:

academic self-efficacy, peer support, academic burnout

Abstract

Completing a thesis is a major academic milestone but often leads to fatigue, stress, and academic burnout. This study examined the roles of academic self-efficacy (an internal factor) and peer support (an external factor) in academic burnout among 7th-semester psychology students completing a 3.5-year thesis at Atma Jaya Catholic University of Indonesia. The study used a quantitative predictive design with 61 participants from the 2020 cohort. Data were collected using the Maslach Burnout Inventory–Student Survey (MBI-SS), The Academic Self-efficacy Scale, and the Peer Support Scale. Multiple linear regression analysis was conducted to assess the relationships among the variables. Results indicated that academic self-efficacy and peer support together significantly influenced academic burnout. Academic self-efficacy showed a significant negative contribution, while peer support had a negative but nonsignificant effect. Burnout levels among participants ranged from moderate to low, while academic self-efficacy and peer support levels were high. Future research could explore the relationship between 3.5-year thesis completion and positive psychological variables related to academic achievement at the Faculty of Psychology, Atma Jaya Catholic University of Indonesia.

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