Vol. 1 No. 01 (2025):
Articles

The Effect of Self-Regulated Learning on Academic Stress Among Psychology Students Working Part-Time

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  • Marchellino Exel Sky Kalalo,
  • Jofie Hilda Mandang,
  • Stevi Becher Sengkey
Marchellino Exel Sky Kalalo
Universitas Negeri Manado
Jofie Hilda Mandang
Universitas Negeri Manado
Stevi Becher Sengkey
Universitas Negeri Manado

Published 2025-12-17

Keywords

  • Self-regulated learning,
  • Academic stress ,
  • Part-time students ,
  • Educational Psychology

Copyright (c) 2025 marchellino_kalalo yunita_kalalo, Jofie Hilda Mandang, Stevi Becher Sengkey (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study aims to examine the influence of self-regulated learning (SRL) on academic stress among Psychology students who work part-time. Part-time students face dual responsibilities—academic demands and work obligations—which can increase stress if not supported by adequate self-regulation skills. This quantitative correlational research involved 97 students selected through saturated sampling. SRL was measured using a scale adapted from Herdiati (2013), while academic stress was measured using a scale adapted from Ramadhani (2022). Findings show that most students have low SRL levels, while academic stress  levels  fall within  moderate to  high  categories.  Simple linear  regression  analysis revealed that SRL significantly influences academic stress (p < 0.05). Lower SRL is associated with higher academic stress. These results indicate that SRL functions as a protective factor for part-time working students in balancing academic and work demands. This study provides essential insights for developing SRL-based interventions in higher education settings.

Keywords: Self-Regulation Learning, Academic Stress, Part-Time Students, Educational Psychology.

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