ACADEMIC STRESS REVIEWED FROMSELF-EFFICACY AND SELF-CONCEPT WITH GENDERAS A MODERATOR AT MAHASANTRI

Academic stress is an imbalance between the demands of a task and a person's ability to complete it. Academic stress in higher education often occurs among students, especially those who are also students (students). The inability to complete a final assignment, which leads to academic stress, is caused by several factors. Self-efficacy and self-concept the low ones are owned by students, gender also influences the high or low levels of academic stress experienced by students. This study aims to determine academic stress from a perspective self-efficacy and self-concept with gender as a moderator for the students. The type of research used was explanatory correlational, with a sample of 100 students of Ma'had Darul Qur'al wal Hadits NWDI Pancor using the technique purposive sampling. The instrument used in data collection uses a scale Self-Efficacy, Self-Concept, and academic stress. Data analysis techniques using moderated regresion analysis (MRA) and one way anova. The research results show self-efficacy has a significant relationship with academic stress, self-concept has a significant relationship with academic stress, self-efficacy and self-concept simultaneously have a significant relationship to academic stress, and gender has a strong influence on academic stress in terms of self-efficacy and self-concept, this shows that gender has a significant relationship with academic stress when viewed from self-efficacy and self-concept. The research results obtained in this study indicate a relationship between each variable separately and academic stress, while this study confirms that the combination of the two provides a significant contribution related to the level of academic stress and its influence gender against academic stress.