Academic Anxiety of LPTK Students: A Predictor Analysis in AI-Based Scientific Writing

Rizki Mustikasari; Ratri Harida; Cutiana Windri Astuti

doi:10.37680/qalamuna.v17i2.8133

Authors

Rizki Mustikasari STKIP PGRI Ponorogo
Ratri Harida STKIP PGRI Ponorogo
Cutiana Windri Astuti STKIP PGRI Ponorogo

DOI:

https://doi.org/10.37680/qalamuna.v17i2.8133

Keywords:

emotion regulation, self-efficacy, academic Anxiety, Motivation, education Students

Abstract

This study aims to analyze the influence of emotion regulation and self-efficacy on academic anxiety, with motivation as a moderating variable, among students majoring in education in Ponorogo Regency. This study uses a correlational, ex post facto, quantitative approach. A total of 370 respondents who were writing scientific papers were involved. This study employed a validated and reliable questionnaire. Path analysis reveals that emotion regulation has a strong and significant impact on reducing academic anxiety, both directly and through its influence on motivation, whereas self-efficacy has a relatively weak influence. These results confirm that emotional management skills, such as cognitive reappraisal and expression control, are key factors in reducing psychological stress in students during the scientific writing process. Theoretically, these findings support the notion that emotion regulation is a crucial determinant of academic success. Yet, it also practically provides implications for higher education to design interventions based on emotion regulation and motivation enhancement to reduce students' academic anxiety. The results of the study can serve as the basis for a predictive relationship study of the variables.

References

Akçakanat, T., & Antalyali, Ö. L. (2016). Do Students Need Academic Anxiety and Motivation for Success ? Eurasian Academy of Sciences Social Sciences Journal, 2016(October), 27–38.

Astuti, C. W., Novitasari, L., & Mahanani, E. N. (2024). Form of Verbal Emotion Regulation Expression of STKIP PGRI Ponorogo Students (Psycholinguistic Study). 6, 13–25.

Bridges, L. J., Denham, S. A., & Ganiban, J. M. (2004). Definitional issues in emotion regulation research. Child Development, 75(2), 340–345. https://doi.org/10.1111/j.1467-8624.2004.00675.x

Cassady, J. C. (2022). Anxiety in the Schools: Causes, Consequences, and Solutions for Academic Anxieties BT - Handbook of Stress and Academic Anxiety: Psychological Processes and Interventions with Students and Teachers (L. R. V. Gonzaga, L. L. Dellazzana-Zanon, & A. M. Becker da Silva, Eds.; pp. 13–30). Springer International Publishing. https://doi.org/10.1007/978-3-031-12737-3_2

Cassady, J. C., Pierson, E. E., & Starling, J. M. (2019). Predicting Student Depression With Measures of General and Academic Anxieties. Frontiers in Education, 4(February), 1–9. https://doi.org/10.3389/feduc.2019.00011

Caviola, S., Toffalini, E., Giofrè, D., & Ruiz, J. M. (2022). Math Performance and Academic Anxiety Forms, from Sociodemographic to Cognitive Aspects: A Meta-analysis on 906,311 Participants.

Cecilio, D., Universidade, F., Alegre, P., & Gerais, M. (2012). Evaluación de la motivación académica, de la ansiedad escolar y de las posibles relaciones entre ellas. Bragança Paulista, 17(3), 447–455.

Chin, W. W. (1998). The partial least squares approach to structural equation modelling. In Marcoulides G. A. (Ed.). Modern Methods for Business Research, 295(2), 295–336.

Chubb, J., Cowling, P., & Reed, D. (2022). Speeding up to keep up: Exploring the use of AI in the research process. AI and Society, 37(4), 1439–1457. https://doi.org/10.1007/s00146-021-01259-0

David, D., & Situmorang, B. (2018). How does Cognitive Behavior Therapy view an Academic Anxiety of the Undergraduate Thesis ? ISLAMIC GUIDANCE AND COUNSELING JOURNAL How, 1(2), 69–80.

Dobson, C. (2012). EFFECTS OF ACADEMIC ANXIETY ON THE PERFORMANCE OF STUDENTS WITH AND WITHOUT LEARNING DISABILITIES AND HOW STUDENTS CAN COPE WITH ANXIETY AT SCHOOL. In NORTHERN MICHIGAN UNIVERSITY (pp. 1–36).

Dubravac, V. (2020). Copyright © 2020 by Academic Publishing House Researchers. R. O. All rights reserved. Published in the Slovak Republic European Journal of Contemporary Education, WARNING! Article Copying, reproduction, distribution, republication ( in whole or in part ), or otherwise commercial use of the violation of the author ( s ) rights will be pursued based on international legislation. Using hyperlinks to the article is not considered a copyright violation. 9(2), 271–289. https://doi.org/10.13187/ejced.2020.2.271

Elmelid, A., & Ruchkin, V. (2014). Depressive symptoms, anxiety, and academic motivation in youth: Do schools and families make a difference? Student: Andrea Elmelid Supervisor: Vladislav Ruchkin. The British Journal of Educational Psychology, 5(9), 1–21.

Gross, J. J. (2015). Emotion Regulation: Current Status and Future Prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781

Grover, P. L., & Smith, D. U. (1981). Academic anxiety, locus of control, and achievement in medical school. Academic Medicine, 56(9).

Hooda, M., & Saini, A. (2017). Academic Anxiety: An Overview. Educational Quest: An Int. J. of Education and Applied Social Science, 8(3), 807–810. https://doi.org/10.5958/2230-7311.2017.00139.8

Jain, A. (2012). TRANS Asian Research Journals TRANS Asian Research Journals. Trans Asian Research Journal, 1(4), 90–95.

Järvenoja, H., Järvelä, S., Törmänen, T., Näykki, P., Malmberg, J., Kurki, K., Mykkänen, A., & Isohätälä, J. (2018). Capturing motivation and emotion regulation during a learning process. Frontline Learning Research, 6(3), 85–104. https://doi.org/10.14786/flr.v6i3.369

Kaygı, A., Yapılan, Ü., Analizi, Ç., & Tematik, B. (2023). Analysis of Studies about Academic Anxiety: A Thematic Review. Psikiyatride Güncel Yaklaşımlar-Current Approaches in Psychiatry, 15(2), 370–384. https://doi.org/10.18863/pgy.1124868

Laduniyyah, M., & Suyanti, S. (2022). Hubungan kecemasan akademik dan efikasi diri dengan keberhasilan belajar siswa Sekolah Menengah Pertama. PSYCOMEDIA : Jurnal Psikologi, 2(1), 33–39. https://doi.org/10.35316/psycomedia.2022.v2i1.33-39

Lavasania, M. G., Weisani, M., & Shariati, F. (2014). The role of Achievement Goals, Academic Motivation in Statistics Anxiety: Testing a causal model. Procedia - Social and Behavioral Sciences, 114(1), 933–938. https://doi.org/10.1016/j.sbspro.2013.12.810

Loveday, V. (2018). The neurotic academic: Anxiety, casualisation, and governance in the neoliberalising university. 11(2), 154–166.

Mohebi, S., Sharifirad, G. H., Shahsiah, M., Botlani, S., Matlabi, M., & Rezaeian, M. (2012). The effect of assertiveness training on students’ academic anxiety. JPMA. The Journal of the Pakistan Medical Association, 62(3 Suppl 2).

Nihayah, U., & Sadnawi, A. S. A. (2021). The Academic Anxiety of Students in the Pandemic Era. Journal of Advanced Guidance and Counseling, 2(1), 39–55.

Onwuegbuzie, A. J. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library & Information Science Research, 19(1), 5–33. https://doi.org/10.1016/S0740-8188(97)90003-7

Permata, K. A., & Widiasavitri, P. N. (2019). Hubungan antara kecemasan akademik dan sleep paralysis pada mahasiswa Fakultas Kedokteran Universitas Udayana tahun pertama. Jurnal Psikologi Udayana, 6(01), 1. https://doi.org/10.24843/jpu.2019.v06.i01.p01

Purwanti, I. Y., Wangid, M. N., & Aminah, S. (2020). Self-Efficacy and Academic Anxiety of College Students. 462(Isgc 2019), 276–279. https://doi.org/10.2991/assehr.k.200814.060

Rasool, I., Inshaallah Tahir, S., & Jan Candidate, S. (2022). A review of the research on accompanying reasons for academic anxiety. International Journal of Innovative Science and Research Technology, 7(4), 568–572.

Rehman, A. U. (2016). Academic Anxiety among Higher Education Students in India: Causes and Preventive Measures - An Exploratory Study. International Journal of Modern Social Sciences, 5(2), 102–116.

Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian (first). Parama Publishing.

Rohmah, N., & Muslim, A. B. (2021). Writing Anxiety in Academic Writing Practice: Insights from EFL Learners’ Perspectives. Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020), 546(Conaplin 2020), 348–354.

Rustika, I. M. (2016). Efikasi Diri: Tinjauan Teori Albert Bandura. Buletin Psikologi, 20(1–2), 18–25. https://doi.org/10.22146/bpsi.11945

Shahrouri, E. (2016). Sources of Academic Anxiety among Undergraduate Students: A Contemporary Study Comparing Private and Government Universities. Journal of Emerging Trends in Educational Research and Policy Studies, 7(2), 118–124.

Shakir, M. (2014). Academic Anxiety as a Correlate of Academic Achievement. 5(10), 29–37.

Shangal, M., Hana, M., & Patrick, B. (2018). Academic Anxiety and Its Effects on Academic Performance International Journal of Current Research, 10(6), 70017–70026.

Singh, P., & Singh, N. (2013). Difficulties in emotion regulation: A barrier to academic motivation and performance. Journal of the Indian Academy of Applied Psychology, 39(2), 289–297.

Trianita, T., Siswandari, S., & Hamidi, N. (2020). Pengaruh Efikasi Diri Terhadap Tindak Kecurangan Akademik Mahasiswa Pendidikan Akuntansi Melalui Kecemasan Akademik. Jurnal Pengembangan Pendidikan Akuntansi Dan Keuangan (JPPAK), 1(1), 29–45. https://doi.org/10.20961/jppak.v1i1.54738

Tull, M. T., & Aldao, A. (2015). Editorial overview: New directions in the science of emotion regulation. Current Opinion in Psychology, 3, iv–x. https://doi.org/10.1016/j.copsyc.2015.03.009

Ugur Akpur. (2017). Predictive and Explanatory Relationship Model between Procrastination, Motivation, Anxiety, and Academic Achievement. Eurasian Journal of Educational Research, 69(1), 221–240.

Von Garrel, J., & Mayer, J. (2023). Artificial Intelligence in studies—Use of ChatGPT and AI-based tools among students in Germany. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/s41599-023-02304-7

Yang, Z., Asbury, K., & Griffiths, M. D. (2019). An Exploration of Problematic Smartphone Use among Chinese University Students: Associations with Academic Anxiety, Academic Procrastination, Self-Regulation and Subjective Wellbeing. 596–614.