Mediator Relationship of Social Support to Academic Stress and Self-Regulated Learning in Students

Abstract

Someone who has self-regulated learning will be able to reduce the influence of factors that cause academic stress. Self-regulated learning can be influenced by social support which is part of the social environment. Social support is a process in social relationships and interactions that include emotions, cognitive and behaviour that can help an individual in adapting and dealing with the situation he encounters. This study aims to determine mediator relationship of social support to academic stress and self-regulated learning in students. This type of research is a non-experimental quantitative research. Three measuring instruments were being used in this study, namely Educational Stress Scale for Adolescents (ESSA) for measuring academic stress, Motivated Strategies for Learning Questionnaire (MSLQ) for measuring self-regulated learning and Multidimensional Scale of Perceived Social Support (MSPSS) for measuring social support. Purposive sampling was being used as the sampling technique. The participants were 30 junior high school students aged 12-15 years. The results of this study indicate that there is no relationship between academic stress and self-regulated learning (r =-0.029, p = 0.878 (> 0.05)), there is no relationship between academic stress and social support (r =-0.013, p = 0.945 (> 0.05)), but there is a relationship between self-regulated learning and social support (r = 0.411, p = 0.024 (< 0.05)). Mediator relationship of social support cannot be proven because there is no relationship between academic stress and self-regulated learning.