MENTAL WELL-BEING DAN ACADEMIC STRESS TERHADAP PEDAGOGICAL SKILLS: EFEK MEDIASI DARI COMPUTER SELF-EFFICACY

Pedagogical skills are a prerequisite for preservice teachers in facing modern learning; however, previous findings indicate that students still experience nervousness when teaching and hesitancy in operating technology, while studies linking psychological conditions to teaching competence remain limited and inconsistent. This study aimed to analyze the effects of mental well-being and academic stress on pedagogical skills, with computer self-efficacy as a mediating variable, grounded in the Theory of Planned Behavior (TPB). This quantitative study used an explanatory design. The sample comprised 189 students of the Bachelor of Office Administration Education Study Program, class of 2023, Universitas Negeri Surabaya, who had undergone the school teaching practicum (Pengenalan Lapangan Persekolahan/PLP), selected through proportional random sampling. Data were collected using a five-point Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3, including measurement model evaluation, model fit testing, coefficient of determination, and hypothesis testing through bootstrapping. The model showed good fit (SRMR = 0.075), with a coefficient of determination of 0.713 for pedagogical skills. Mental well-being had a positive and significant effect on computer self-efficacy (β = 0.380) and pedagogical skills (β = 0.250), while computer self-efficacy was the strongest predictor of pedagogical skills (β = 0.453) and partially mediated the effect of mental well-being (β = 0.172). Academic stress had a significant effect on computer self-efficacy (β = 0.340) and pedagogical skills (β = 0.258), including indirectly through partial mediation (β = 0.154); however, the positive direction contradicted the proposed hypotheses. These findings imply that preservice teachers' pedagogical skills are supported by mental well-being and computer self-efficacy in utilizing technology, whereas academic pressure during the PLP does not operate as a uniformly inhibiting factor. These results provide a basis for strengthening computer self-efficacy, mental well-being support, and academic stress management in PLP mentoring. ABSTRAK Pedagogical skills merupakan prasyarat bagi calon guru dalam menghadapi pembelajaran yang modern, tetapi temuan terdahulu menunjukkan bahwa mahasiswa masih mengalami kegugupan saat mengajar dan keraguan dalam mengoperasikan teknologi, sementara kajian yang mengaitkan kondisi psikologis dengan kompetensi mengajar masih terbatas dan belum konsisten. Penelitian ini bertujuan menganalisis pengaruh mental well-being dan academic stress terhadap pedagogical skills dengan computer self-efficacy sebagai variabel mediasi, berlandaskan Theory of Planned Behavior (TPB). Penelitian menggunakan pendekatan kuantitatif dengan rancangan eksplanatori. Sampel berjumlah 189 mahasiswa Program Studi S1 Pendidikan Administrasi Perkantoran angkatan 2023 Universitas Negeri Surabaya yang sudah menempuh Pengenalan Lapangan Persekolahan (PLP), ditetapkan melalui proportional random sampling. Data dikumpulkan dengan angket berskala Likert lima poin dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM) berbantuan SmartPLS 3, yang mencakup evaluasi model pengukuran, uji kecocokan model, koefisien determinasi, dan pengujian hipotesis melalui bootstrapping. Model menunjukkan kecocokan yang baik (SRMR = 0,075) dengan koefisien determinasi pedagogical skills sebesar 0,713. Hasil analisis menunjukkan bahwa mental well-being berpengaruh positif dan signifikan terhadap computer self-efficacy (β = 0,380) dan pedagogical skills (β = 0,250), sedangkan computer self-efficacy merupakan prediktor terkuat pedagogical skills (β = 0,453) dan memediasi secara parsial pengaruh mental well-being (β = 0,172). Academic stress berpengaruh signifikan terhadap computer self-efficacy (β = 0,340) dan pedagogical skills (β = 0,258), termasuk secara tidak langsung dengan mediasi parsial (β = 0,154); namun, arah pengaruh yang positif tidak sejalan dengan hipotesis yang diajukan. Temuan ini mengimplikasikan bahwa pedagogical skills calon guru didukung oleh mental well-being dan computer self-efficacy dalam memanfaatkan teknologi, sedangkan tekanan akademik selama PLP tidak bekerja sebagai faktor penghambat yang seragam. Hasil ini menjadi dasar bagi penguatan computer self-efficacy, dukungan mental well-being, dan pengelolaan academic stress dalam pendampingan PLP.