Mahasiswa yang menjalankan peran sebagai pekerja sekaligus pelajar menghadapi beban ganda akibat tuntutan akademik dan pekerjaan yang harus dipenuhi secara bersamaan. Kondisi tersebut berpotensi meningkatkan stres akademik yang dapat berdampak pada penurunan performa akademik mahasiswa. Penelitian ini bertujuan untuk menganalisis dan menjelaskan tingkat stres akademik dan faktor-faktor yang berhubungan dengan stres akademik pada mahasiswa program sarjana berbasis perkuliahan jarak jauh (PJJ) di Universitas X tahun 2026. Penelitian dilaksanakan pada lingkungan akademik yang mengandalkan teknologi digital sehingga mahasiswa dituntut untuk mampu menyeimbangkan tuntutan akademik dan pekerjaan. Faktor risiko yang dianalisis terbagi menjadi empat arena, yaitu work arena (beban kerja, jam kerja, beban akademik, serta akses dan teknologi pembelajaran), home arena (dukungan keluarga dan kondisi finansial), social arena (dukungan teman sebaya), dan individual arena (jenis kelamin, time management skills, dan role conflict). Penelitian ini menggunakan desain kuantitatif dengan pendekatan cross-sectional. Pengumpulan data dilakukan menggunakan kuesioner yang terdiri atas beberapa instrumen, yaitu Raw NASA-TLX, NASA-TLX yang telah dimodifikasi untuk menilai beban kerja mahasiswa (student workload), SSOLS, MPSPSS, dan ESSA. Data yang telah dikumpulkan kemudian dianalisis menggunakan analisis univariat dan bivariat. Sebanyak 182 mahasiswa berpartisipasi dalam penelitian ini dan 75,3% di antaranya mengalami stres akademik tinggi. Faktor yang berhubungan signifikan dengan stres akademik meliputi beban kerja (p<0,001; OR=184,55), beban akademik (p<0,001; OR=77), akses dan kesiapan teknologi pembelajaran (p<0,001; OR=31,48), kondisi finansial (p<0,001; OR=24,8), time management skills (p<0,001; OR=38,33), dan role conflict (p<0,001; OR=44,2). Sementara itu, jam kerja, dukungan keluarga, dukungan teman sebaya, jenis kelamin, serta karakteristik responden yang meliputi usia, tahun masuk, status pekerjaan, deskripsi pekerjaan, dan urutan peran tidak berhubungan signifikan dengan stres akademik. Pemberi kerja perlu mempertimbangkan beban kerja mahasiswa yang bekerja sambil menempuh pendidikan agar tidak meningkatkan risiko stres akademik serta memberikan edukasi mengenai pengelolaan waktu (time management) untuk membantu mahasiswa menyeimbangkan tuntutan pekerjaan dan perkuliahan.

Students who simultaneously assume the roles of employees and learners face a dual burden due to the concurrent demands of academic responsibilities and work obligations. This condition may increase academic stress, which can negatively affect students' academic performance. This study aimed to analyze and explain the level of academic stress and the factors associated with academic stress among undergraduate students enrolled in a distance learning program at University X in 2026. The study was conducted within an academic environment that relies heavily on digital technology, requiring students to balance academic demands with work responsibilities. The risk factors examined were categorized into four domains: the work arena (workload, working hours, academic workload, and access to and readiness for learning technology), the home arena (family support and financial condition), the social arena (peer support), and the individual arena (gender, time management skills, and role conflict). This study employed a quantitative research design with a cross-sectional approach. Data were collected using a questionnaire comprising several instruments, namely the Raw NASA Task Load Index (Raw NASA-TLX), a modified NASA Task Load Index (NASA-TLX) to assess student academic workload, the Student Stressor Online Learning Scale (SSOLS), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Educational Stress Scale for Adolescents (ESSA). The collected data were analyzed using univariate and bivariate analyses. A total of 182 students participated in this study, of whom 75.3% experienced a high level of academic stress. Factors significantly associated with academic stress included workload (p < 0.001; OR = 184.55), academic workload (p < 0.001; OR = 77.00), access to and readiness for learning technology (p < 0.001; OR = 31.48), financial condition (p < 0.001; OR = 24.80), time management skills (p < 0.001; OR = 38.33), and role conflict (p < 0.001; OR = 44.20). In contrast, working hours, family support, peer support, gender, and respondent characteristics, including age, year of enrollment, employment status, job description, and role sequence, were not significantly associated with academic stress. Employers should consider the workload of students who work while pursuing higher education to reduce the risk of academic stress and provide education on time management to help students balance occupational and academic demands.

Mahasiswa rentan mengalami distress akibat berbagai tuntutan akademik maupun non-akademik sehingga dapat memengaruhi performa akademik mahasiswa. Resiliensi dipandang sebagai faktor protektif yang dapat membantu individu beradaptasi terhadap tekanan dan tantangan yang dihadapi. Namun, peran resiliensi sebagai moderator dalam hubungan antara distress dan performa akademik masih menunjukkan hasil yang beragam. Penelitian ini bertujuan untuk menganalisis peran resiliensi sebagai variabel moderator dalam hubungan antara distress dan performa akademik pada mahasiswa aktif Fakultas Kesehatan Masyarakat Universitas Indonesia (FKM UI). Penelitian ini menggunakan desain studi kuantitatif dengan pendekatan cross-sectional. Penelitian dilakukan pada 353 mahasiswa aktif FKM UI yang dipilih menggunakan metode proportionate stratified random sampling. Kemudian tingkat distress diukur menggunakan instrumen Kessler Psychological Distress Scale (K10), tingkat resiliensi diukur menggunakan Connor-Davidson Resilience Scale (CD-RISC-10), dan Performa akademik diukur berdasarkan Indeks Prestasi Kumulatif (IPK). Analisis data dilakukan menggunakan uji Chi-Square dan regresi logistik biner dengan variabel interaksi untuk menguji efek moderasi. Sebanyak 49,0% mahasiswa mengalami distress tinggi, 53,0% memiliki tingkat resiliensi tinggi, dan 59,5% mahasiswa memiliki IPK <3,71. Hasil analisis menunjukkan bahwa tidak terdapat hubungan yang signifikan antara distress dan performa akademik (OR=1,044 dan p=0,842). Resiliensi juga tidak berhubungan secara signifikan dengan performa akademik (OR=0,799 dan p=0,302). Hasil uji moderasi menunjukkan bahwa resiliensi tidak memoderasi hubungan antara distress dan performa akademik (OR interaksi=0,998 dan p=0,523). Sementara itu, tekanan akademik (OR=2,812 dan p<0,001) dan tekanan non-akademik (OR=5,247 dan p<0,001) terbukti berhubungan signifikan dengan distress. Resiliensi tidak berperan sebagai variabel moderator dalam hubungan antara distress dan performa akademik pada mahasiswa aktif FKM UI. Selain itu, tidak terdapat hubungan yang signifikan antara distress maupun resiliensi dengan performa akademik. Namun, tekanan akademik dan tekanan non-akademik berhubungan signifikan dengan tingkat distress mahasiswa. Oleh karena itu, upaya promosi kesehatan mental dan pengelolaan tekanan akademik maupun non-akademik perlu menjadi perhatian dalam mendukung kesejahteraan mahasiswa.

Students are vulnerable to experiencing distress due to various academic and non-academic demands, which can affect their academic performance. Resilience is viewed as a protective factor that helps individuals adapt to pressures and challenges. However, the role of resilience as a moderator in the relationship between distress and academic performance remains inconsistent. This study aims to analyze the role of resilience as a moderating variable in the relationship between distress and academic performance among active students of the Faculty of Public Health, Universitas Indonesia (FKM UI). This study used a quantitative cross-sectional design. It was conducted among 353 active FKM UI students selected by proportionate stratified random sampling. Distress was measured using the Kessler Psychological Distress Scale (K10), resilience was measured using the Connor-Davidson Resilience Scale (CD-RISC-10), and academic performance was measured by Cumulative Grade Point Average (CGPA). Data were analyzed using the Chi-Square test and binary logistic regression with an interaction term to test the moderating effect. A total of 49.0% of students experienced high distress, 53.0% had high resilience, and 59.5% had a CGPA < 3.71. Analysis showed no significant association between distress and academic performance (OR = 1.044; p = 0.842). Resilience was also not significantly associated with academic performance (OR = 0.799; p = 0.302). Moderation analysis indicated that resilience did not moderate the relationship between distress and academic performance (interaction OR = 0.998; p = 0.523). Meanwhile, academic pressure (OR = 2.812; p < 0.001) and non-academic pressure (OR = 5.247; p < 0.001) were significantly associated with distress. Resilience did not act as a moderating variable in the relationship between distress and academic performance among active FKM UI students. Additionally, neither distress nor resilience showed a significant relationship with academic performance. However, academic and non-academic pressures were significantly associated with students’ levels of distress. Therefore, mental health promotion and management of academic and non-academic pressures should be prioritized to support student well-being.