Hubungan Parental Support dan Academic Self-Efficacy Dengan Academic Well-Being Siswa SMA di Semarang Selatan

Amira Luthfy Budiharjo; Rossi Galih Kesuma

doi:10.26539/teraputik/1237/10/1/2026

Authors

Amira Luthfy Budiharjo State University of Semarang Author
Rossi Galih Kesuma State University of Semarang Author

DOI:

https://doi.org/10.26539/teraputik/1237/10/1/2026

Keywords:

academic well-being, academic self-efficacy, parental support

Abstract

Academic well-being siswa SMA perlu mendapat perhatian karena tuntutan akademik yang dapat memengaruhi pengalaman belajar dan penyesuaian psikologis siswa. Tujuan penelitian ini untuk menganalisis hubungan parental support dan academic self-efficacy dengan academic well-being pada siswa kelas XI SMA Negeri di Kecamatan Semarang Selatan. Penelitian menggunakan pendekatan kuantitatif desain korelasional. Populasi berjumlah 862 siswa, dengan sampel sebanyak 274 siswa yang dipilih menggunakan cluster random sampling. Data dikumpulkan dengan skala psikologis yang telah divalidasi baik dari segi validitas maupun reliabilitas, dengan nilai Cronbach’s Alpha pada skala parental support sebesar 0,940, academic self-efficacy sebesar 0,905, dan academic well-being sebesar 0,906. Data dianalisis dengan regresi linier berganda. Hasil menunjukkan bahwa parental support (β = 0,176; t = 4,013; p < 0,001) dan academic self-efficacy (β = 0,668; t = 15,234; p < 0,001) berhubungan signifikan dengan academic well-being. Academic self-efficacy memiliki kontribusi yang lebih tinggi dibandingkan parental support (β = 0,668 > β = 0,176). Kedua variabel menjelaskan sebesar 58,1% variasi academic well-being. Temuan ini menegaskan bahwa academic well-being siswa perlu dipahami melalui keterpaduan dukungan keluarga dan academic self-efficacy. Diharapkan layanan bimbingan dan konseling dapat difokuskan pada peningkatan academic self-efficacy serta kolaborasi dengan orang tua untuk memaksimalkan dukungan belajar siswa.

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