The Effect of Emotional Intelligence and Learning Environment on College Stress of Accounting Students with Self Efficacy as an Intervening Variable at Muhammadiyah University of Sidoarjo

This study has a background problem of the number of students who are stressed from college to the point of committing suicide and failing to graduate from college. The purpose of this study was to determine the effect of emotional intelligence, and the learning environment on student lecture stress in accounting with self efficacy as an intervening variable at the University of Muhammadiyah Sidoarjo, either directly or indirectly. The sample used in this study were accounting students at the Muhammadiyah University of Sidoarjo. The analytical tool used is the Partial Least Square analysis with validity and reliability tests of both the outer model and the inner model using the Smart PLS program. Primary data is obtained from questionnaires whose measurements use a Likert scale. The results showed that emotional intelligence has an effect on the self-efficacy of accounting students at the Muhammadiyah University of Sidoarjo. The learning environment affects the self-efficacy of accounting students at the Muhammadiyah University Sidoarjo. Emotional intelligence affects college stress in accounting students at Muhammadiyah University Sidoarjo. The learning environment has an effect on college stress in accounting students at the Muhammadiyah University of Sidoarjo. Self-efficacy has an effect on college stress in accounting students at Muhammadiyah University Sidoarjo. Emotional intelligence affects college stress mediated by self-efficacy of accounting students at Muhammadiyah University Sidoarjo. Learning environment affects college stress mediated by self-efficacy of accounting students at Muhammadiyah University Sidoarjo

303 Sleep Midpoint and Efficiency Moderate the Link Between Stress and Academic Cognitions in Latinx College Students

Introduction Latinx students are the largest ethnic/racial minority group in higher education, but are also the group least likely to graduate from a four-year institution. Research suggests that heightened stress perceptions may impede college students’ ability to perform well academically. Poorer sleep may compound the impact of stress on academic functioning. The present study examined the multiplicative effect of college-stress and actigraphy-measured sleep on academic cognitions within-and-across semesters. Methods 209 Latinx college students (Mage=18.95; 64.4% female, 85.1% Mexican descent) were assessed in the spring of the first year of college (T1) and fall of the second year (T2). At T1, participants wore an actigraph watch for 7 nights to measure total sleep time, sleep efficiency, and sleep midpoint. College-stress was assessed at T1 using the College Stress Scale. At T1 and T2, participants completed the Behavioral-Emotional-Cognitive School Engagement Scale, the Academic Self-Efficacy Scale, and a scale assessing academic motivation. Confirmatory factor analysis (CFA) was conducted to assess the model fit of a two-factor model representing academic cognitions (engagement, self-efficacy, motivation) at T1 and T2. Latent variable path analysis models testing for moderation were conducted using Mplus. Results The CFA indicated excellent fit (χ2(5)= 2.91, p=.71, RMSEA=.00, CFI=1.00, TLI=1.01, SRMR=.02). College-stress was concurrently (β=-.19, p=.02), but not longitudinally, associated with academic cognitions. Sleep midpoint predicted academic cognitions at T1 (β=-.24, p<.01) and T2 (β=-.18, p=.03). Sleep efficiency (β=.18, p=.01) and sleep midpoint (β=-.17, p=.02) moderated associations between college-stress and T2 academic cognitions. Higher college-stress was longitudinally linked with lower academic cognitions for students with lower sleep efficiency (b=-.12, p=.01) and later sleep midpoints (b=-.14, p=.01). Conclusion Greater college-stress is concurrently linked with lower academic cognitions, whereas later sleep timing has both immediate and enduring consequences on students’ academic mindsets. The impact of college-stress on academic cognitions may depend on the quality and timing of sleep at the time of these stress perceptions. Programs that address stress reduction and sleep health may be promising interventions for improving academic well-being among first-year Latinx college students. Support (if any) This work was supported by a William T. Grant Foundation Scholars Award (184370) to L.D. Doane.

College Stress, Minority Status Stress, Depression, Grades, and Persistence Intentions Among Hispanic Female Students: A Mediation Model

The present study examined the mediating role of depression symptoms in the relation of college stress and minority status stress to cumulative grade point average (GPA) and persistence intentions among Hispanic women ( n = 426) enrolled in a 4-year major research public institution. Results of path analyses indicated a strong model-data fit for the proposed model. When controlling for each other, both typical college stress and minority status stress positively predicted depression and, in turn, depression negatively predicted college persistence intentions. Tests of indirect effects revealed that depression mediated the relation of college stress and minority status stress to persistence. No mediation effects were present in the relation of the stress variables to cumulative GPA. Findings suggest that depression symptoms is one of the pathways through which college stress and minority status stress may result in lower levels of persistence intentions and, possibly, dropout behavior among Hispanic college women in 4-year institutions.

KAJIAN EMPIRIS ATAS PERILAKU BELAJAR, KECERDASAN EMOSIONAL, EFIKASI DIRI TERHADAP STRES KULIAH MAHASISWA AKUNTANSI PADA UNIVERSITAS DI DAERAH ISTIMEWA YOGYAKARTA

Learning behavior, emotional intelligence and self-efficacy is a trait that is on the individual in achieving success. This research study repair Marita et al (2007), in his research stated behavioral variables affect learning and emotional intelligence to the stress of college. This study adds efficacy variables influencing stress in college. This research was conducted with the aim of analyzing whether there is influence learning behavior, emotional intelligence and self-efficacy accounting students against college stress. This study is a survey research on accounting students in Yogyakarta Special Region. The population in this study were students in accounting at the University of DIY and using convenience sampling sample criteria. In this study, using a sample of 294 students. Analysis of the indigenous is used factor analysis, multiple regression, F-test and t-test. The results showed behavioral variables studied, emotional intelligence and selfefficacy variables affect the college stress.

College Stress: Testing the Unidimensionality of a Standardized Stress Measuring Inventory Designed to Assess Stress among

<em>Stress is a very common and unavoidable emotional strain among college students. The full domain of college stress has multiple dimensions, each with a unique perspective. The current study examines the unidimensionality and reliability of a 48-items standardized scale designed to measure perceived college stress among students. This Perceived Stress Inventory (PSI) consists of five subscales; each measuring a unique aspect of college stress. To test of unidimensionality and reliability of PSI, factor analysis and psychometric properties were examined. The analyses are based on the data that were collected from 302 college students. The results of this study show that the all five subscales of the Perceived Stress Inventory (PSI) are reliable and each of them is unidimensional.</em>