Thesis Completion Can Create Academic Pressure
Completing a thesis is an important stage in higher education. Students are expected to choose a research topic, understand research procedures, find relevant references, communicate with supervisors, complete revisions, and prepare their final reports.
These demands can become a source of pressure when students perceive that the academic requirements exceed their abilities or available resources. This condition is commonly referred to as academic stress. Unmanaged academic stress can be associated with physical, emotional, behavioral, and cognitive reactions and may interfere with students’ ability to think and perform academically.
Interestingly, psychology students are not necessarily protected from academic stress even though their studies include extensive discussions of mental health. The article explains that theoretical knowledge about mental health does not always guarantee that students can apply effective strategies to manage their own academic pressure.
Previous studies cited in the article also indicate that academic stress occurs among psychology students. A study by Sugito involving 105 Psychology students at the University of Medan Area who were completing their theses found that 7.4 percent experienced high levels of academic stress. Another study by Salsabila involving 100 Psychology students at the University of North Sumatra reported that 33 percent experienced high academic stress, 47 percent experienced moderate stress, and 20 percent experienced low stress.
The researchers also conducted a preliminary survey involving 15 students from the Faculty of Psychology. All respondents, or 100 percent, reported experiencing academic stress. The sources of pressure included difficulties meeting thesis supervisors because of their busy schedules, limited understanding of research procedures and requirements, and reduced confidence in the quality of their theses due to repeated revisions.
Self-Efficacy Plays an Important Role
One of the factors examined in the study was self-efficacy, which refers to a person's belief in their ability to carry out actions needed to achieve a particular outcome.
During the thesis-writing process, students with higher self-efficacy tend to view academic difficulties as challenges that can be overcome rather than as threats. This confidence can help students remain persistent when facing obstacles during the completion of their final projects.
However, the researchers also noted that previous findings have not always shown a consistent relationship between self-efficacy and academic stress, particularly when academic workloads increase rapidly. This inconsistency led the researchers to consider external factors that could strengthen the protective role of self-efficacy, including social support.
Social support in the study includes emotional support, practical or instrumental assistance, informational support such as advice and solutions, and companionship. These forms of support can come from family members, friends, and the student’s surrounding social environment.
Study Involved 145 Psychology Students
The researchers used a quantitative approach involving 145 psychology students from a university identified in the article as “X” University. All participants were students working on their theses during the 2025–2026 academic year.
Data were collected through an online Likert-scale questionnaire. The researchers measured three main variables: self-efficacy, social support, and academic stress. The self-efficacy scale was developed based on Bandura’s dimensions of level, strength, and generality. Social support was measured using the Multidimensional Scale of Perceived Social Support (MSPSS), while academic stress was measured using an instrument assessing stressors and stress reactions.
The data were analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS software. The research model explained 39.2 percent of the variance in academic stress through self-efficacy, social support, and their interaction. The remaining 60.8 percent was associated with other factors outside the research model.
Social Support Strengthens the Relationship
The main finding showed a significant interaction between self-efficacy and social support in relation to academic stress. The interaction coefficient was -0.189, with a t-statistic of 3.026 and a p-value of 0.002.
Because the p-value was below 0.05, the results indicate that social support significantly moderates the relationship between self-efficacy and academic stress. Within the research model, social support strengthened the negative relationship between self-efficacy and academic stress.
At the same time, the practical contribution of the moderation effect was relatively small. The f² value for the moderating variable was 0.08. This means that social support functioned as a moderator in the research model, although its additional practical contribution was relatively limited.
The finding is consistent with the stress-buffering concept, which suggests that social support can help reduce the negative effects of stressful situations. Emotional encouragement, practical assistance, useful information, and companionship can help students feel that they are not facing academic demands alone.
According to Luthfiana May Sarah and her colleagues from the University of North Sumatra, students with high self-efficacy and adequate social support tend to have more adaptive coping mechanisms and greater resilience when facing obstacles during the thesis-writing process.
Implications for Students and Universities
The findings highlight that managing academic stress among senior students is not solely an individual responsibility. The social environment surrounding students can also play an important role.
For students, support from family, friends, and the academic environment can provide valuable assistance when they encounter difficulties during thesis completion. Support may take the form of emotional encouragement, practical help, useful information, or simply having someone available to discuss academic challenges.
For universities, the findings may provide a basis for considering additional support for students in the final stages of their studies. Academic supervision accompanied by effective communication and social support may help students manage pressure while completing their final projects.
However, the study also indicates that other factors may contribute to academic stress. The researchers recommend that future studies examine variables such as procrastination, achievement motivation, and high academic standards. Future research could also use mixed-method approaches and probability sampling to provide a deeper understanding of academic stress among university students.
Author Profile
Luthfiana May Sarah is the first author of the article and is affiliated with the Master of Professional Psychology, University of North Sumatra. She is also listed as the corresponding author of the publication.
The article was co-authored by Desvi Yanti Mukhtar and Sri Supriyantini, who are also affiliated with the Master of Professional Psychology, University of North Sumatra. The three authors and their institutional affiliation are listed on the first page of the publication.
Research Source
Article Title: The Role of Self-Efficacy in Academic Stress Among Senior Undergraduates in the Faculty of Psychology: The Moderating Effect of Social Support
Authors: Luthfiana May Sarah, Desvi Yanti Mukhtar, Sri Supriyantini
Affiliation: Master of Professional Psychology, University of North Sumatra
Journal: International Journal of Education and Psychological Science (IJEPS)
Volume: 4, Issue 5, 2026, pp. 571–578
DOI: https://doi.org/10.59890/ijeps.v4i5.31
Official Journal Website: https://journalijeps.my.id/index.php/ijeps
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