Pengaruh career anxiety dan self-efficacy terhadap tingkat academic burnout pada mahasiswa tingkat akhir UIN Maulana Malik Ibrahim Malang

INDONESIA:

Mahasiswa tingkat akhir menghadapi tekanan akademik yang semakin kompleks dan persiapan memasuki dunia kerja. Tuntutan akademik yang tinggi, target kelulusan, serta ketidakpastian terkait masa depan karier berpotensi memicu academic burnout, yang ditandai dengan kelelahan emosional, sikap sinis terhadap aktivitas akademik, dan perasaan tidak mampu menjalani peran sebagai mahasiswa. Penelitian ini bertujuan untuk menganalisis pengaruh career anxiety terhadap academic burnout, pengaruh self-efficacy terhadap academic burnout, serta pengaruh career anxiety dan self-efficacy secara simultan terhadap academic burnout pada mahasiswa tingkat akhir Fakultas Psikologi Universitas Islam Negeri Maulana Malik Ibrahim Malang.

Penelitian ini menggunakan pendekatan kuantitatif dengan analisis regresi linear berganda melalui uji t dan uji F. Sampel penelitian berjumlah 50 mahasiswa tingkat akhir yang dipilih menggunakan teknik purposive sampling. Instrumen penelitian terdiri dari skala academic burnout yang dimodifikasi dari Maslach Burnout Inventory–Student Survey (MBI-SS), skala career anxiety dan skala self-efficacy.

Hasil uji t menunjukkan bahwa career anxiety berpengaruh positif dan signifikan terhadap academic burnout (β = 0,729; p < 0,05) artinya, semakin tinggi tingkat kecemasan karier mahasiswa, semakin tinggi pula tingkat burnout akademik yang dialami. Sementara itu, self-efficacy berpengaruh negatif dan signifikan terhadap academic burnout (β = −0,097; p < 0,05) artinya, semakin tinggi keyakinan diri mahasiswa dalam menghadapi tugas akademik, semakin rendah tingkat burnout akademik yang dialami. Uji F menunjukkan adanya pengaruh simultan yang signifikan antara career anxiety dan self-efficacy terhadap academic burnout dengan nilai signifikansi (p < 0,05). Nilai koefisien determinasi (R²) sebesar 0,328 menunjukkan bahwa 32,8% variasi academic burnout dapat dijelaskan oleh kedua variabel tersebut.

ENGLISH:

Final-year students face increasingly complex academic pressures along with preparation for entering the workforce. High academic demands, graduation targets, and uncertainty regarding future career prospects may trigger academic burnout, which is characterized by emotional exhaustion, cynical attitudes toward academic activities, and feelings of inadequacy in fulfilling the student role. This study aims to analyze the effect of career anxiety on academic burnout, the effect of self- efficacy on academic burnout, and the simultaneous effect of career anxiety and
self-efficacy on academic burnout among final-year students of the Faculty of Psychology at the State Islamic University of Maulana Malik Ibrahim Malang.

This study employed a quantitative approach using multiple linear regression analysis through t-tests and F-tests. The research sample consisted of 50 final-year students selected using purposive sampling techniques. The research instruments included an academic burnout scale adapted from the Maslach Burnout Inventory– Student Survey (MBI-SS), a career anxiety scale, and a self-efficacy scale.

The results of the t-test indicated that career anxiety had a positive and significant effect on academic burnout (β = 0.729; p < 0.05), indicating that higher levels of
career anxiety were associated with higher levels of academic burnout. Meanwhile, self-efficacy had a negative and significant effect on academic burnout (β = −0.097;
p < 0.05), indicating that higher levels of self-efficacy were associated with lower levels of academic burnout. The F-test results showed a significant simultaneous
effect of career anxiety and self-efficacy on academic burnout (p < 0.05). The coefficient of determination (R²) value of 0.328 indicates that 32.8% of the variance in academic burnout can be explained by both variables.