<![CDATA[Senior high school students, specifically those in the final year of high school cramming for National Selection Based on Achievement and Academic Aptitude Test, sometimes suffer from academic stress as a result of the heavy intellectual burden they are required to carry. This study aims “to analyze the influence of self-efficacy and adversity quotient on academic stress among 12th-grade students at High School X in Bandung.” The researchers in this study used a multiple correlation design and a quantitative technique. From a total of 360 pupils, 78 were chosen utilizing a purposive sampling method. The researchers used a Likert-scale questionnaire to measure Self-efficacy, Adversity Quotient, and academic stress. Data analysis was performed using classical assumption tests, multiple linear regression, Pearson Product-Moment correlation tests, and the coefficient of determination. The results showed that “self-efficacy had a negative and significant effect on academic stress.” This means that the higher students’ self-efficacy, the lower the level of academic stress they experience. Meanwhile, “Adversity Quotient did not show a significant effect on academic stress when analyzed individually.” However, “Self-efficacy and Adversity Quotient together had a significant effect on academic stress”, contributing 30.4%, while other variables that were not considered in this study accounted for the rest. According to these results, self-efficacy is more important than the adversity quotient for lowering academic stress. Therefore, building students’ self-confidence and psychological resilience should be a priority in efforts to reduce academic stress in the school environment.]]>
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