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Abstract

Academic stress is an imbalance between task completion and one's ability to complete it. Academic stress in higher education often occurs in students, especially final year students. The inability to complete the task ultimately makes academic stress caused by factors of self efficacy, social support and self-esteem that is not owned by the students themselves. This study aim to understand the majority of these factors towards student academic pressure. The research is quantitative correlational, in which the research sample used is the students of the final semester of 2015 and 2016 in the Guidance and Counseling study program with a total of 86 people, with a scale of instruments Social Support, Self Efficicacy, Self Esteem, and Academic Stress that have been available at Morgan-Jinks Student Efficacy Scale (MJSES), Self Esteem Inventory (SEI), Interpersonal Supports Evaluation List (ISEL), and academic stress scale. The results showed that self-efficacy did not have a significant effect on academic stress; (2) self-esteem gives an insignificant influence in accademic stress; (3) social support for student academic stress; (4) academic stress can be represented by self-efficacy, and support social, and self-esteem by 29.9%, or in other words supporting self-efficacy, self-esteem, and social support for academic stress by 29.9%, also by 70, 1%, (5) social supports, self efficacy, self-esteem, and social supports for academic stress have an effective contribution to variable self efficacy to academic stress by 6.0%; (6) effective contribution of self-esteem variables to academic stress by 0.6%; (7) the contribution of an effective variable of social support to academic stress by 27.0%.

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