<![CDATA[One of the early pandemic COVID-19 effects on the educational sector is that learning activities need to be conducted fully online (e-learning). This circumstance can trigger negative emotions that contribute to students’ academic performance. This study aimed to find empirical data regarding the relationship of negative emotions and students academic performance in this particular situation. The study was a cross-sectional quantitative method. Questionnaire of negative emotion (DASS-21) Indonesian version was deployed using google form to students of Industrial Engineering and Information Systems class of 2020 using convenience sampling. 292 questionnaires were returned and used. Findings: All three negative emotions (depression, anxiety, and stress) were experienced by students at different levels. Negative emotions had different correlations to academic performance. There were no significant differences between anxiety and depression to students’ academic performance (anxiety: F (3) = 2.202, ρ = 0.088, depression: F (2) = 1.397, ρ = 0.249). Two-way ANOVA showed that students who experienced mild stress performed better than those with normal stress category (F (1) = 3.933, ρ = 0.048). Female students significantly had better academic performance compared to male students (ρ (0.001) < α= 0.05)) and that students experienced mild stress, performed better than those with normal stress category. Managing stress at a moderate level is beneficial and can be done by media or counseling or other catharsis methods. Further study using larger samples from non engineering majors and randomized sampling is needed for generalization as well as identifying factors that contribute to e-learning performance in a special situation.]]>
Copyrights © 2022
