Confidence, Academic Stress, Coping Strategies as Predictors of Student Academic Achievement in Physical Education Classes During Covid-19

• DOI: 10.17309/tmfv.2022.2.05
• Publication Date: 2022-06-25T17:11:46Z
• Authors: Aria Kusuma Yuda; Citra Resita; Rhama Nurwansyah; Ruslan Abdul Gani; Zsolt Németh; Edi Setiawan
• Keywords: academic stress; academic achievement; 03 medical and health sciences; self-confidence; 0302 clinical medicine; 4. Education; GV557-1198.995; coping strategies; Sports; 3. Good health

Research purpose. In this COVID-19 pandemic era, the psychological aspect takes an important role in achieving optimal academic results among students, but the factors that correlate with academic achievement are not yet known accurately. Thus, this study aims to assess the relationship between self-confidence, academic stress, coping strategies and academic achievement. Materials and methods. This study used a correlation method with subjects from among students in grades 7 to 9 at Ibtidaiyah Junior High School (N = 90). The instrument used in this study was a self-confidence, academic stress and coping strategy questionnaire, while the average score for the final semester examination was used as an indicator that showed progress of student academic achievement. Data was analyzed using IBM SPSS to find out descriptive statistics, data normality. Meanwhile, bivariate correlation and regression analysis were used to test the relationship between variables. The following conclusions can be drawn from this study. Results. First, self-confidence was related to academic achievement, second, academic stress was related to academic achievement, and third, the coping strategy was related to academic achievement. Conclusions. Thus, to obtain high academic achievement in physical education classes, contribution from self-confidence, academic stress and coping strategies are highly needed. The findings from this study make several contributions to the development of science in the physical education field in terms of psychology to improve student academic achievement.