<![CDATA[This study aimed to examine the effects of hardiness and self-efficacy on academic stress among eleventh-grade students at SMA Negeri 1 IV Koto Tuo, Agam Regency. This study employed a quantitative approach with an associative design. The population and sample consisted of 121 students selected using total sampling. Data were collected using three five-point Likert scales. The reliability test results showed Cronbach’s Alpha values of 0.944, 0.943, and 0.965, respectively. Data were analyzed using simple linear regression and multiple linear regression, preceded by classical assumption tests. The regression equation obtained was Y = 182.673 − 0.468X₁ − 0.401X₂. Hardiness had a negative and significant effect on academic stress (B = −0.468; t = −10.046; p = 0.000), with a partial contribution of 31.8%. Self-efficacy also had a negative and significant effect on academic stress (B = −0.401; t = −9.048; p = 0.000), with a partial contribution of 25.3%. Simultaneously, hardiness and self-efficacy had a significant effect on academic stress (F = 87.617; p = 0.000), with an R Square value of 0.598. The findings indicate that hardiness and self-efficacy serve as psychological resources associated with lower levels of academic stress among students.]]>
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